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Curriculum Alignment Projects: Toward Developing a Need to Know

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K. David Pinkerton

Smoky Hill High School, 16100 E. Smoky Hill Road, Aurora, CO 80015

J. Chem. Educ., 2001, 78 (2), p 198

DOI: 10.1021/ed078p198

Publication Date (Web): February 1, 2001

Section:

History, Education, and Documentation

Abstract

This study investigated means of designing a high school chemistry curriculum. A Curriculum Alignment Project (CAP) was used to coordinate one semester (18 weeks) of activities. CAPs are long-term, multiple-approach design and construction projects that provide students a concrete task to accomplish, rather than an abstract theme to appreciate. Topics were selected for their potential contribution to students' success on the CAP, not because the topics were coming up next in a textbook. One particular CAP, Bicarbonate Squeeze Play, is described in detail.After one cycle of CAPs, student motivation began to change from extrinsic to intrinsic; achievement on objective measures was holding steady; students' abilities to craft and carry out long-term plans for complex projects were improving; and the teacher was learning how to design curriculum that fostered students' need to know.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Curriculum

Keywords (Pedagogy):

Inquiry-Based / Discovery Learning

Keywords (Subject):

Learning Theories

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Citing Articles

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This article has been cited by 3 ACS Journal articles (3 most recent appear below).

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Hear, Hear!
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  Identifies and summarizes articles in this issue of the Journal that may be of particular interest to high school chemistry teachers.
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