Transcription of CHAPTER 1 CURRICULUM DESIGN - Project 2061
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CHAPTER 1 CURRICULUM DESIGN - Project 2061
CHAPTER 1 CURRICULUM DESIGNAN INTRODUCTORY EXAMPLE 41 ATTRIBUTES OF CURRICULUM DESIGN 43 ESTABLISHING CURRICULUM - DESIGN SPECIFICATIONS 44 CONCEPTUALIZING A CURRICULUM DESIGN 56 DEVELOPING A CURRICULUM DESIGN 63 REFINING A DESIGNED CURRICULUM 68 LOOKING AHEAD 71 Now let us consider the idea of CURRICULUM DESIGN . As indicated by the defini-tions at the beginning of this book, the term DESIGN is used as a verb to designate aprocess (as in designing a CURRICULUM ), or as a noun to denote a particular planresulting from a DESIGN process (as in a CURRICULUM DESIGN ). Never mind that a cur-riculum is not a garden or a bridge or a traffic pattern; our purpose in this CHAPTER isto see how things play out when we apply the DESIGN practices of architects and engi-neers to the creation of new curricula. And, for the moment, let us put aside the ques-tion of precisely what a CURRICULUM is (a matter to be taken up at the beginning of thenext CHAPTER ), since the processof CURRICULUM DESIGN can be explored without first hav-ing agreement on a precise definition of purpose of this CHAPTER is to explore ideas, not to provide detailed step-by-stepinstructions on how to create an actual CURRICULUM DESIGN , let alone an actual curricu-lum.
D ESIGNS FOR S CIENCE L ITERACY 43 CURRICULUM DESIGN mistakes were made in implementing the design. Or the curriculum would match the design quite closely, but we would not get the results we expected.
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