Compare a Middle School Science Curriculum In a State of Your Choice to New York City - Essay Example

Real teaching. . .happens inside a wild triangle of relations—among teachers, and all points of the triangle shift continuously.”- Joseph MacDonald, Making Sense of an Uncertain Craft (1992) Introduction to the Topic Curriculum is a defined set of courses, objectives and steps to meet goals that are designed by educational institutions to meet the perceived current and future needs of students. In the USA, each State develops its own set of criteria for curriculum, and individual school districts adapt the over-riding criteria to best meet the needs of its students. In the States of Massachusetts and New York year 8 students are expected to do Science based courses (Massachusetts Board of Education, 2000; New York State Education, 2001). For each State, the study of science is considered necessary for students to learn scientific literacy, a way of observing the world around them, interacting with it, asking questions about it, and solving problems that occur within it (Massachusetts Board of Education, 2000; New York State Education, 2001). As such, the States approach scientific literacy as a skill that can be transferred to other areas of students’ lives, and so broaden their ability to interact with the world as well as enhance their future prospects as tertiary students or member of the workforce(Massachusetts Board of Education, 2000; New York State Education, 2001). This paper aims to identify the State curriculum that best meets the needs of students in the 21st century in regards to a science education. Firstly, the curriculum for year 8 science students attending Thomas A. Edison Middle School (Massachusetts) will be detailed. Secondly the curriculum for year 8 science students at Benjamin N. Cardozo (New York) will be presented. A comparison of similarities and differences between the two curricula shall then be discussed. Next, the strengths and weaknesses of each outlined. The curriculum considered most appropriate for year 8 science students shall be identified. A conclusion will summarise the main points of the paper and make recommendations for future research. Thomas A. Edison Middle School (Massachusetts) Science Curriculum for Grade 8 Students The students attending Thomas A. Edison Middle School are enabled to become independent learners through their studies in subjects including science. As such, they are inspired to think, question and communicate in order to provide meaning to their personal experiences and interactions in the physical world (Thomas A. Edison Middle School, 2005) . They are encouraged to gain and to apply knowledge by investigating their ideas, and reflecting on their experiences. Also, the student is encouraged to view their studies in the subject of science as being of value to themselves, to their school and to the wider community (Thomas A. Edison Middle School, 2005). The curriculum objectives of Thomas A. Edison Middle School were designed to meet the Massachusetts Science and Technology Curriculum Framework (2000) (Massachusetts Board of Education, 2000), as such student would: Attain a level of scientific literacy that provide them access to tertiary education, workforce, and contribute to a democratic community. Learn scientific literacy incorporates scientific content as well as inquiry skills. Take part in solving problems, analysing information, assessing evidence, linking information, and the process of scientific investigation. Hence, the science curriculum is structured into four strands: 1) Earth and Space Science; 2) Life Science (Biology); 3) Physical Sciences (Chemistry and Physics); and 4) Technology/Engineering Science (Thomas A. Edison Middle School, 2005). As in line with the Massachusetts Education Framework, Thomas A. Edison Middle School’s science curriculum has grouped its learning standards accordingly: 1) mapping the earth, earth’s structure, heat transfer in the earth’s system, earth’s history, the earth in the solar system; 2) classification of organisms, structure and function of cells, systems in living things, reproduction and heredity, evolution and biodiversity, living things and their environment, energy and living things, changes in ecosystems over time; 3) properties of matter, elements, compounds and mixtures, motion of objects, forms of energy, heat energy; 4) engineering design, materials, tools and machines, communication technologies, manufacturing technologies, construction technologies, transportation technologies, bio-related technologies (Massachusetts Board of Education, 2000; Thomas A. Edison Middle School, 2005). Benjamin N. Cardozo High School (New York) Science Curriculum for Grade 8 Students Students attending Benjamin N. Cardozo High School are required to take courses in science that cover the Living Environment, as well as Earth Science, Chemistry and Physics (Cardozo High, 2005-2006). The objective for the school is to provide students with a thorough foundation in science, and to instil within students a desire to pursue an interest in science in tertiary education and their future careers (Cardozo High, 2005-2006). The objectives of the Benjamin N. Cardozo curriculum aligns with the criteria set by Learning Standards for Mathematics, Science and Technology (2000) of New York State (New York State Education, 2001). As such, the curriculum ensures that: Each student will be able to comprehend and use scientific knowledge in a practical way. Be knowledgeable of the living environment and the physical setting. Understand the historical development of empirical science. The curriculum for year 8 science students also aligns with the five overall learning standards of New York State, in regards to science education: 1) to enable students to use mathematical evaluation, conduct empirical investigation, and use engineering design to formulate questions, search for answers and create solutions; 2) using the appropriate technologies the student will be able to access, develop, process and transfer information; 3) be able to understand and practically apply the concepts, theories and principles of science; 4) able to understand and interlink dominant concepts across the disciplines of science, technology and mathematics; 5) will apply thinking and information skills of science, technology and mathematics to apply to real-life situations and to make informed decisions (Cardozo High, 2005-2006; New York State Education, 2001). The curriculum is divided into two primary sections: 1) The living environment, and 2) the physical setting (Cardozo High, 2005-2006). For the living environment students are exposed to the similarities and differences of living things to each other, and to non-living things. Students learn that the inheritance of genetic information provides a continuity of structure and function between parent organisms and their offspring. Also, that organisms and species change and adapt over periods of time. Additionally, topics of reproduction and development of organisms shows students continuity of life systems. Importantly students are made aware that the choices humans make can have dramatic influences on the living and physical environments. In regards to the physical environment students learn the relative principles of motion and perspective that can account for earth and other objects in the universe. Also, that a large amount of phenomenon that occurs on earth is by way of the interactions of air, water and land. Students are exposed to the concept that matter is composed of particles, and that these particles determine the observable characteristics of matter. Also learning that energy can exist in many forms, and when forms change energy is conserved. Similarities and Differences between Curricula According to congress "Improving educational results for children with disabilities is an essential element of our nation’s policy of ensuring equality of opportunity, full participation, independent living and economic self-sufficiency for individuals with disabilities." (Congress, 1997). Both Thomas A. Edison Middle School and Benjamin N. Cardozo are inclusive of students with disabilities. However, neither set of curricula specifically address student’s with disabilities, instead they simply acknowledge special programs as existing (Cardozo High, 2005-2006; Thomas A. Edison, 2005). In regards to access to technology each State lists the technologies that year 8 science students are exposed to. These include simple instruments such as metric rulers to more complex hardware and software such as computers and multi-media programs (Cardozo High, 2005-2006; Thomas A. Edison, 2005). Other technology that students are able to use across both schools is graduated cylinders, balances, Bunsen burners, calculators, drawing tools and calculators (Cardozo High, 2005-2006; Thomas A. Edison, 2005). Each curriculum emphasizes knowledge of life sciences and of the physical sciences. However, only the New York State School encourages students to explore biology (Life Sciences) by way of coming to know their own major body systems better. Benjamin N. Cordoza High School is also more detailed in its explanations of the expectations of what is expected from students who take part in each phase of its science course. This reflects the de-emphasis by the New York State Education Board of rote memorization of facts, and the application of knowledge in a real-world environment. In this way students become aware that concepts can be inter-related, can be applied in a variety of situations and have specific functions. Benjamin N. Cardozo also appears to go to greater lengths to orient its students’ studies towards integration of science, mathematics and technology knowledge systems. Each State’s curriculum has numerous strengths. For Thomas A. Edison Middle School the student’s ability to recognise distance and topological features of the earth are skills that enhance their spatial awareness, encouraging their independence of movement and an understanding of the relationships between land formations and geographical region. Also, students are encouraged to not just reiterate information learnt but to provide examples and so show understanding of the topic, for example, as with exposure to the principles of convection, conduction and radiation. Additionally, students are expected to compare and contrast concepts, so as to look at both sides of an argument, for example identifying similarities and differences between Earth and other objects in our solar system. Importantly, students are able to gain exposure to, and demystification of, adaptive and assistive devices such as prosthetics, wheelchairs, braces etc. that provides for better interaction with people who experience disability and a greater appreciation of the daily challenges such people face. The strengths of the curriculum of Benjamin N. Cardozo in New York State is the focus on students being able to describe variations within a category, and so encourages an outlook that goes beyond a dichotic black and white perspective, and students learn that a category can have wide variation within it, sometime to a greater degree than when compared with another category. Also, the emphasis on the stages of development within the human body, as well as within other biological systems, reinforces the concept of processes within systems, that first one thing must occur for another to occur, and the importance of time in the process. Cleveland incorporates factors that influence the health and development of humans as well as other creatures, which makes the material more relevant and applicable to the students’ everyday lives. Further, an awareness of the potential impact of human decisions on the physical environment, and how the ecosystem is interlinked, brings awareness that environmental changes have consequences. The weaknesses of each curriculum are quite similar. Firstly, there is a distinct lack of cross-cultural frames of reference, as students are not exposed to other approaches to experiencing and questioning the world besides that of empirical science, for example Native American frames of reference. This could encourage students to not accept and respect differences of interpretation, as well as inhibit understanding that different systems of thought are more applicable to particular circumstances. Further, neither curricula states if they encourage the inclusiveness of females with specific course topics, such as emphasising female scientists or asking students to nominate daily activities and choosing gender neutral ones to explore. Overall, it appears that Benjamin N. Cardozo presents the most comprehensive curriculum as it incorporates the human body, emphasises real-world application to a greater degree, and provides students to greater exposure to technology, for example a course in robotics. Both States have middle schools that cover both Life Sciences and Physical Sciences, and emphasise the objective of students’ learning to think independently, to critically analyses material and to be able to draw on knowledge and apply it to real world situations. However, Benjamin N. Cardozo has a curriculum that goes to much more detail, and appears to much more inclusive of the students’ everyday lives in the learning processes that are science. References Cardozo High (2005-2006) Science Department. Retrieved March 15th, 2006 from: http://cardozohigh.com/departments/index.php?page=science Congress (1997) IDEA Reauthorization. Retrieved March 15th, 2006 from: http://www.wrightslaw.com/news/idea2002.htm Massachusettes Board of Education (2000) Science and Technology/Engineering: Grade 8. Retrieved March 15th, 2006 from: http://www.doe.mass.edu/frameworks/current.html New York State Education (2001) Intermediate Level Science, Core Curriculum: Grades 5-8. Retrieved March 15th, 2006 from: http://www.nysed.gov/ciai/mst.html Thomas A. Edison Middle School (2005) Retrieved March 15th, 2006 from: http://boston.k12.ma.us/teach/curriculum.asp Read More