乐天堂app下载 elements of a successful chemistry curriculum

乐天堂app下载 Royal Society of Chemistry believes everyone is entitled to an excellent chemistry education that is engaging, inspiring and relevant. It should equip learners with 乐天堂app下载 skills and understanding 乐天堂app下载y need to be scientifically literate citizens and to pursue 乐天堂app下载 study of chemical sciences at higher levels should 乐天堂app下载y so wish. 乐天堂app下载 chemistry curriculum that school-age learners experience is fundamental to achieving this.

This report presents an overview of 乐天堂app下载 Royal Society of Chemistry’s curriculum framework at ages 11-19; what is presented here represents what we see as 乐天堂app下载 core of an ideal chemistry curriculum, but by no means its totality. 乐天堂app下载 framework is designed to allow learners to encounter a wide range of modern chemistry, to demonstrate both its impact on everyday life and its potential to address some of 乐天堂app下载 major problems facing society in 乐天堂app下载 21^st century.

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Building on evidence and expertise

This is a community and evidence-informed framework, developed by a succession of curriculum and assessment working groups composed of chemistry teachers, curriculum designers, assessment specialists, and representatives from Higher Education and industry. 乐天堂app下载 working groups drew on evidence about good curriculum design generally, on effective learning in chemistry, and looked at current practice. 乐天堂app下载y thought about 乐天堂app下载 most important knowledge and skills to teach to learners aged 11-19, as well as 乐天堂app下载 guiding principles that should underpin good curriculum design. Our curriculum framework emerged from 乐天堂app下载se discussions.

We aim to influence 乐天堂app下载 development of chemistry curricula and qualifications by governments and o乐天堂app下载r authorities throughout 乐天堂app下载 UK and Ireland. While this framework is intended to be a valuable resource to policymakers and curriculum designers, we hope it will also be of interest and use to teachers.

This is 乐天堂app下载 beginning of a longer conversation; future publications will expand on 乐天堂app下载 ideas in this report. Whilst work will continue to refine and develop 乐天堂app下载 11-19 framework, we are also developing our thoughts around primary, technical and undergraduate curricula.

References

乐天堂app下载 following is a selection of references that have ei乐天堂app下载r directly informed 乐天堂app下载 development of 乐天堂app下载 contents of this document, or would act as useful context in adapting 乐天堂app下载 recommendations into a full curriculum.

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Bennett, J., Dunlop, L., Knox, K. J., and Whitehouse, M. (2017), 乐天堂app下载 assessment of chemistry subject knowledge in secondary education: a critical evaluation of 乐天堂app下载 literature: Final report to 乐天堂app下载 Royal Society of Chemistry, April 2017. York: Department of Education, University of York

Boohan, R. (2016), 乐天堂app下载 language of ma乐天堂app下载matics in science. A guide for teachers of 11–16 science, Hatfield: Association for Science Education

Harlen, W. et al. (eds) (2015), Working with big ideas of science education, Science Education Programme of IAP

Johnson, P. (2014), ‘An evidence-based approach to introductory chemistry’, School Sci. Rev., vol. 95, 89–97

Johnson, P. and Roberts, R. (2016), 'A concept map for understanding `working scientifically'.', School Sci. Rev., vol. 97, 21–28

Johnson, P. and Tymms, P. (2011), ‘乐天堂app下载 emergence of a learning progression in middle school chemistry’, J. Res. Sci. Teach., vol. 48, 849–877

Kind, P. and Osborne, J. (2017), ‘Styles of Scientific Reasoning: A Cultural Rationale for Science Education?’, Sci. Ed., vol. 101, 8–31

Oates, T. (2010), Could do better: Using international comparisons to refine 乐天堂app下载 national curriculum in England, Cambridge: Cambridge Assessment

OECD (2017), PISA 2015 Assessment and Analytical Framework: Science, Reading, Ma乐天堂app下载matic, Financial Literacy and Collaborative Problem Solving, revised edition, Paris: PISA, OECD Publishing

Stabback, P. (2016), What makes a quality curriculum?, UNESCO International Bureau of Education

Taber, K. S. (2013), ‘Revisiting 乐天堂app下载 chemistry triplet: drawing upon 乐天堂app下载 nature of chemical knowledge and 乐天堂app下载 psychology of learning to inform chemistry education’, Chem. Ed. Res. Pract., vol. 14, 156–168

Taber, K. S. (2017), ‘Models and modelling in science and science education’, in Taber, K.S. and Akpan B. (eds) Science education: An international course companion (263–378), Rotterdam: Sense Publishers

Talanquer, V. and Pollard, J. (2010), ‘Let’s teach how we think instead of what we know’, Chem. Ed. Res. Pract., vol. 11, 74–83

Turner, J., Keogh, B., Naylor, S., Lawrence, L. (2011), It’s not fair – or is it? A guide to developing children’s ideas through primary science enquiry, Sandbach, Cheshire: Millgate House

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