Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work

Mukaro Joe Phaeton; Michèle Stears

doi:10.12973/eurasia.2017.00640a

Full Text (PDF)

Mukaro Joe Phaeton ¹ ^* , Michèle Stears ¹

More Detail

¹ University of KwaZulu-Natal^* Corresponding Author

Abstract

Background:
The research reported on here is part of a larger study exploring the alignment of the intended, implemented and attained curriculum with regard to practical work in the Zimbabwean A-level Biology curriculum. In this paper we focus on the alignment between the intended and implemented A-Level Biology curriculum through the lens of teachers’ interpretation of the curriculum.

Material and methods:
This interpretive study sought to understand how teachers interpret a particular curriculum design. Participants were five teachers drawn from four High schools in Zimbabwe.

Results:
The findings show a misalignment between the intended and implemented curriculum caused by teachers’ misinterpretation of the intended curriculum. Teachers lacked knowledge of Science Process Skills and could not interpret them from the curriculum documents. They interpreted the curriculum through the examinations and were reluctant to engage with the curriculum in order to understand the objectives for practical work.

Conclusions:
The poor design of the curriculum contributed to this reluctance. This misalignment has implications for curriculum design and implementation.

Keywords

curriculum alignment
intended curriculum
practical work
science process skills

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 3, 723-740

https://doi.org/10.12973/eurasia.2017.00640a

Publication date: 08 Dec 2016

Article Views: 5961

Article Downloads: 16627

Open Access References How to cite this article

References

Aikenhead, G.S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
Bilgin, İ. (2006). The effects of hands-on activities incorporating a cooperative learning approach on eight grade students' science process skills and attitudes towards science. Journal of Baltic Science Education, 1(9), 27-37.
Chiappetta, E. L., & Adams, A. D. (2004). Inquiry-based instruction: Understanding how content and process go hand-in-hand with school science. Science Teacher, 71(2), 46- 50.
Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C. (2010). Teaching the Process of Science: Faculty Perceptions and an Effective Methodology.CBE—Life Sciences Education, 9, 524-535.
Dönmez, F., & Azizoglu, N. (2010). Investigation of the students’ science process skill levels in vocational schools: a case of Balıkesir. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 79-109.
Ennis, D. C. (1990). Analyzing Curriculum as Participant Perspectives. Journal of Teaching in Physical Education, 9, 79-94.
Goodlad, J. I., Klein, M. F., & Tye, K. A. (1979). The domains of curriculum and their study. In J.I. Goodlad (Ed.), Curriculum inquiry (pp.43-76). New York: McGraw-Hill.
Green, W., & Naidoo, D. (2006). Knowledge contents reflected in post-apartheid South African Physical Science curriculum documents. African Journal of Research in Mathematics, Science and Technology Education, 10, 71–80.
Halim, L.E., & Meerah, T.S. (2012). Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme. Sains Malaysiana, 41,921-930.
Harlen, W. (1999). Purposes and Procedures for Assessing Science Process Skills. Assessment in Education, 6(1), 129-135.
Harlen, W., & Gardner, J. (2010). Assessment to support learning. In J. Gardner, W. Harlen, L. Hayward, G. Stobart, & M. Montgomery (Eds.), Developing teacher assessment, (pp. 15-28). New York: Open University Press.
Hodson, D. (1990). A critical look at practical work in school science. School Science Review, 71(256), 33– 40.
Kuiper, W., Folmer, E., & Ottevanger, W. (2013). Aligning science curriculum renewal efforts and assessment practices. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 101-118). Dordrecht: Springer.
Jansen, J. D. (2001). Image-ining teachers: Policy images and teacher identity in South African Classrooms. South African Journal of Education, 21(4), 242–247.
Levitt, K. (2001). An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1–22.
Lumbantobing, R. (2004). “Comparative Study on Process Skills in the Elementary Science Curriculum and Textbooks between Indonesia and Japan” in: Bulletin of the Graduate School of Education, Hiroshima University. Part II, 53, 31-38.
Meador, K. S. (2003). Thinking creatively about science suggestions for primary teachers. Gifted Child Today, 26 25-29.
Millar, R. (2004). The Role of Practical Work in the Teaching and Learning of Science. Paper prepared for the Committee: High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington DC: University of York.
National Research Council. (2004). On evaluating curricular effectiveness: Judging the quality of K-12 mathematics evaluations. Washington, DC: National Academy Press.
Ogunniyi, M., & Mikalsen, O. (2004). Ideas and process skills used by South African and Norwegian students to perform cognitive tasks on acids, bases and magnetism. African Journal of Research in Science, Mathematics and Technology Education, 8, 151-164.
Opateye, J.A. (2012). Developing and assessing science and technology process skills in Nigerian universal basic education environment. Journal of Education and Society Research, 2, 34-42.
Padilla, M. J. (1990). The science process skills. Research Matters-to the science Teacher, 9004.
Rambuda, A.M., & Fraser, W.J. (2004). Perceptions of teachers of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. South African Journal of Education, 24, 10-17.
Ramsuran, A. (2005). Scientific literacy, ideology and the Natural Science curriculum. African Journal of Research in Mathematics, Science and Technology Education, 9, 1–12.
Rogan, J. (2004). Out of the frying pan…? Case studies of the implementation of Curriculum 2005 in some science classrooms. African Journal of Research in Mathematics, Science and Technology Education, 8, 165–179.
Sethole, G. (2001). A case study of the place of textbooks, class work books and scribblers in a township mathematics classroom. Pythagoras, 55, 9–13.
Sethole, G. (2004). Meaningful context or dead mock reality: which form will the everyday take? Pythagoras, 59, 18–25.
Sevilay, K. (2011). Improving the science process skills: Ability of science student teachers using I diagrams. Eurasia Journal of Physics & Chemistry Education, 3, 26-38.
Smith, L., & Southerland, S. (2007). Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396–423.
Stenhouse, L. (1979). Case Study in Comparative Education: particularity and generalisation Comparative Education, 15(1), 5-10.
Thijs, A., & van den Akker, J. (Eds.). (2009). Curriculum in development. Enschede, Netherlands: SLO– Netherlands Institute for Curriculum Development.
Treagust, D. F. (2004). An investigation of science teaching practices in Indonesian rural secondary schools. Research in Science Education, 34(4), 455-474.
Van den Akker, J. (2003). The science curriculum: between ideals and outcomes. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education (Vol. 1, pp. 421–449). Dordrecht: Kluwer Academic Publishers.
Van den Akker, J. (2010). Curriculum perspectives: an introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1–10). London: Kluwer Academic.
Van den Akker, J., Fasoglio, D., & Mulder, H. (2010). A curriculum perspective on plurilingual education. Council of Europe.
Van den Akker, J., & Voogt, J. (1994). The use of innovation and practice profiles in the evaluation of curriculum implementation. Studies in Educational Evaluation, 20(4), 503-512.
Van Etten, B., & Smit, K. (2005). Learning Material in Compliance with the Revised National Curriculum Statement: a dilemma. Pythagoras, 62, 48–58.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Zimbabwe School Examinations Council (2008-2012). Advanced level syllabus, Biology (9190). Examination syllabus. Harare: Curriculum Development Unit.
Zimbabwe School Examinations Council (2010). Report on the November Examination, Biology (9190/4). Harare: ZIMSEC.
Zimbabwe School Examinations Council (2011). Report on the November Examination, Biology (9190/4) Harare: ZIMSEC.
Zimbabwe School Examinations Council (2012). Report on the November Examination, Biology (9190/4) Harare: ZIMSEC.
Zimbabwe School Examinations Council (2013). Report on the November Examination, Biology (9190/4) Harare: ZIMSEC.

How to cite this article

APA

Phaeton, M. J., & Stears, M. (2017). Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 723-740. https://doi.org/10.12973/eurasia.2017.00640a

Vancouver

Phaeton MJ, Stears M. Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work. EURASIA J Math Sci Tech Ed. 2017;13(3):723-40. https://doi.org/10.12973/eurasia.2017.00640a

AMA

Phaeton MJ, Stears M. Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work. EURASIA J Math Sci Tech Ed. 2017;13(3), 723-740. https://doi.org/10.12973/eurasia.2017.00640a

Chicago

Phaeton, Mukaro Joe, and Michèle Stears. "Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 3 (2017): 723-740. https://doi.org/10.12973/eurasia.2017.00640a

Harvard

Phaeton, M. J., and Stears, M. (2017). Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), pp. 723-740. https://doi.org/10.12973/eurasia.2017.00640a

MLA

Phaeton, Mukaro Joe et al. "Exploring the Alignment of the Intended and Implemented Curriculum Through Teachers’ Interpretation: A Case Study of A-Level Biology Practical Work". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 3, 2017, pp. 723-740. https://doi.org/10.12973/eurasia.2017.00640a