Abstract
We examined the implementation of a laser-disk based science curriculum in an elementary school. The goal was to develop a richer understanding of the principles for designing a curriculum that will adequately support teachers in adopting a learner-centered framework. Issues included: who has ownership of the classroom discussion; what types of activities are engaged in terms of the constraints imposed; and what is the teacher's response to the specific tools provided (the teacher's guide, the Circle of Learning, and concept maps). In addition to looking at the implementation pattern, we also examined the impact of the implementation on student attitudes and anxiety toward science. Results indicated little adoption of the curriculum, and teachers continued to maintain a high degree of control in the classroom. However, results also indicated significant effects of the curriculum on science attitude and anxiety. Suggestions for future research are included.
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Child, D.A., Duffy, T.M., Kirkley, S. et al. Issues in Adopting a Laserdisk-Based Science Curriculum. Journal of Science Education and Technology 6, 161–171 (1997). https://doi.org/10.1023/A:1022509822643
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DOI: https://doi.org/10.1023/A:1022509822643