Organization of contents in intended junior secondary science curriculum of Bangladesh: An explorative study
Abstract
This study explored the organization of contents in the junior secondary science curriculum of Bangladesh. The research questions of this study focus on how science content is sequenced and integrated in the intended curriculum. Document analysis within a qualitative approach has been followed to conduct this study. Both the junior secondary science curriculum and textbooks have been analyzed to address the research questions. This study finds that the current Science curriculum at the junior secondary level is not well-organized in terms of sequencing and integration. No principle of sequencing content is followed in most cases. It is noted that in the case of intergrades vertical sequencing, 'Spiral sequencing' is partially followed in a few cases. This study also finds that the current Science curriculum does not integrate the content adequately. Intra-disciplinary integration, i.e. integrating different sub-disciplines of Science, has been tried but the level of integration is not adequate rather it is very low. This study recommends that curriculum developers make efforts to make the content better organized in both the curriculum and textbooks by following the principles of sequencing and integration.References
Alberta Education. (2007). Primary Programs Framework- Curriculum Integration: Making Connections. Alberta: Alberta Education.
Bowen, G.A. (2009). Document analysis as a Qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Bruner, J. (1960). The process of Education. Cambridge, MA: The President and Fellows of Harvard College.
Drake, S. M., & Burns, R. C. (2004). Meeting Standards Through Integrated Curriculum. Alexandria: Association for Supervision and Curriculum Development (ASCD).
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education Inc.
Edith Cowan University. (2001). Curriculum Theory and Practice- Unit notes (based on materials originally developed by professor Murray Print). Perth: Edith Cowan University.
Education Bureau- The government of the Hong Kong Special Administrative Region. (2016). Guiding Principles for Quality Textbooks. Hong Kong: Education Bureau.
Ehsan, M. A. (1997). Curriculum Development: Principle and Method. Dhaka: Chatrabondhu Library.
Fensham, P. J. (1985). Science for All: A reflective essay. Journal of Curriculum Studies, 17(4), 415-435.
Fraser, D. (2010). Curriculum Integration. Wellington: New Zealand Council for Educational Research.
Friedlander, J. (2014). Sequencing contents. Memphis: Southwest Tennessee Community College.
Gilbert, R. (2012). Curriculum Planning in a Context of Change: A Literature Review. Victoria University (Wellington), New Zealand: Department of Education and Early Childhood Development.
Johnston, H. (2012). The Spiral Curriculum. Florida: Education Partnerships, Inc. Retrieved from https://eric.ed.gov/?id=ED538282
Malamed, C. (2016). 10 ways to organize instructional contents. Retrieved from theelearningcoach.com/elearning_design/how-to-organize-content/
National Council for Curriculum and Assessment (NCCA). (2005). Primary curriculum Review Phase 1. Dublin: NCCA.
National Curriculum and Textbook Board (NCTB). (2012). National Curriculum 2012- Secondary science (in Bengali). Dhaka: NCTB.
National Curriculum Board. (2009). Shape of the Australian Curriculum: Science. Melbourne: National Curriculum Board.
Organization for Economic Co-operation and Development [OECD]. (2003). Literacy Skills for the World of Tomorrow: Further Results from PISA 2000. Paris: OECD.
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods (Second ed.). Newbury Park: Sage Publications.
Porter, A. C. & Smithson, J. L. (2001). Defining, Developing and Using Curriculum Indicators. Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
Print, M. (1993). Curriculum Development and Design (2nd edition). St. Leonards: Allen & Unwin.
Rhalmi, M. (2011). Implication of Bruner’s learning theory on teaching. Retrieved from myenglishpages.com/articles_learningtheories/
Siddique, M. N. A. (2007). Existing and Proposed Science Curricula of Grades IX-X In Bangladesh: A Comparative Study. (Masters thesis, Faculty of Education, Monash University, 2007).
The Curriculum Development Council. (2002). Science Education- Key Learning Area Curriculum Guide (primary 1- secondary 3). Kowloon: Education Department.
