Chemistry Curriculum

The overarching aim of the science education is to provide learning experiences for students to engage in processes for scientific understanding and the application of science, and to recognize the impacts of scientific and technological developments. These learning experiences will lay the foundation for students to communicate and make informed judgment based on scientific evidence, develop further in science and technology and become life-long learners in science and technology.

The chemistry curriculum is set to prepare students for the formulation of values and attitudes related to economic and environmental aspects of chemistry, so that they may grow up to become responsible citizens. The broad aim of this curriculum is that students should develop curiosity and interest in chemistry, acquire an appropriate body of knowledge and understanding in chemistry. Moreover, acquire an ability to think rationally and critically.      

In this project, we will criticize Chemistry book for grade 12, also we will compare two parallel chapters (Chemical Kinetics) from two different chemistry textbooks used at the secondary level (Grade 12). The first textbook is based in the national chemistry curriculum mandated by Ministry of education and Higher education. The second textbook is (International Baccalaureate) is developed in accordance with an international chemistry curriculum and it will be set as a standard.

The most important aspects used to compare the two books are learning objectives, Exercises and problem solving, Experimental and hands-on activities, Links to world applications. Comparing Learning objectives was mandatory. The other aspects were different in the two chapters in a way that allows comparison.

 Exercises and problems, Reflect the outcomes of the students and test the objective alignment. Activities, they are part of the learning process, they reflect learning theories, they emphasize the psychomotor domain and they allow the use of multiple teaching strategies and methods.

 In the national book, the content emphasized in learning objectives are not enough while in IB textbook the content is clear and divided into lower and higher skills. Moreover, Learning objectives in national book include action verbs of which are not measurable in contrast the Learning objectives in IB textbook don’t include the action verb but its noun, does not involve conventional statement of learning outcomes. Example of what mentioned above:

In national book: Determine graphically the rate of the reaction

In IB Book: Investigation of the rates of the reaction experimentally and evaluation of the results.

 So, the objectives in national book are Few, only linked to basic learning and General with respect to the course content example: “Know the phenomenon of catalysis”, while in IB Book they are Divided into understanding, application and analysis, linked to course content, linked to other chapters also Linked to real world. Catalyst alter a reaction mechanism, introducing a step with lower Ea., International mindedness, Bio topic 8.1 enzymes, Option A.3 catalyst.

With respect to the Exercises and questions, in national book the exercises aligned with the main objectives and structures from easy to hard, consist of short and long texts also they use the mathematical way in their questions example: calculate the rate of the reaction, and the main point it addresses cognitive domain (the lowest levels in blooms taxonomy) like remember, understand, apply. In IB Book there is some aspects that makes it more effective than national book, which includes the questions start straight to the point and then increases in length and depth, they are short text aligned with the objectives, it uses mathematical and conceptual in its exercises. The most important aspects that it addresses the two domains cognitive (Knowing /head) and psychomotor (doing/hands on).

In addition, Experimental and hands on activities in national book enhances student’s cognitive engagement, first example (Activity 1 page 32): studying the kinetic curve and analyzing it, the second example “Determining the rate graphically. Also, it enhances student’s psychomotor engagement, example “Drawing the curve and Doing the experiment in the lab. The major part of the curriculum in IB text book are Group 4 projects and Internal assessment which provide better understanding of the concept and acquire important skills, moreover give opportunities to extend knowledge through investigation, the evidence that come up from this aspect is lab activity which includes aim, guided question, steps to follow, and lab report. Internal assessment constitutes 20% of the grade and the detailed assessment criteria is used to guide the reports. Group 4 project is a project done by groups of students where they will be able to use skills acquired from course and practical in order to work in teams as scientists by merging more than one subject together to come up with an idea or hypothesis and finds ways to test it and report their results.

Each section in the chapter of IB Book is related to a link to internet. An understanding of the underlying science is the basis for technological development, these new technologies in their turn drive development in science. Examples (From the Book):

•      Types of chemical bonding (covalent bonding) internet connect SCI links.

•      At the end of the chapter its written:
Technology a learning (the graphic calculator can run a program that classifies bonding between atoms according to their electronegativity.

Educational technology tools are very effective in science classrooms that support student inquiry and enhances their understanding of the concept and ensures students curiosity.  When technology tools are used in science classrooms the students actively engage in their knowledge construction and improve their thinking (Trowbridge, Bybee, & Powell, 2008).

The National Science Education Standards (NSES) states that teachers need to apply technology in class, to support student inquiry (p.175).  Also (Novak 2006) states that the usage of technology tools in inquiry-based science classrooms allows students to work as scientists.

Science teaching is such a complex teaching, that it is difficult for a teacher to stay up-to-date. For a teacher to become better as a teacher of science, a special, continuous effort is required (Showalter, 1984). Because of that all current school aim is to improve teaching and learning sciences that influences the overall approach.

Knowledge and education are the major factors that makes a good achievement of high quality learning outcomes.  The curriculum represents a systematic selection of knowledge and skills. It represents the way of teaching, and learning also it addresses questions such as what, why, when and how students should learn.

The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject thus the main treatment of scientific issues, vocabulary usage, accuracy, and readability, the way of using questions, sequence of chapters.

In the light of this comparison, it was clear the weakness in the competences of the national book., where the exercises must tackle higher levels in Anderson taxonomy and be more aligned with course content and include more exercise similar to the ones in official Exams. Furthermore, Activities must incorporate lab activities as part of curriculum and its objectives, and allow students to practice lab work to enhance their practical skills and to use their psychomotor skills, as well as their physical, natural, interpersonal intelligence as Jay Mitighe said “Understanding core ideas and the ability to transfer it them into new situations should be the twin goals of education”.   In addition, activities should be a part of the learning process and help student acquire long life learning and help teachers vary their teaching strategies and assessment style (Weimer 2011) states that good activity can pique students interest, and get them to think, and motivate them to make connections with the content. This benefit is teachers can see the extent of students understanding. Moreover, Objectives must fit into three broad pedagogical domains. (Marope 2016) states the development of student’s capabilities, such as critical and creative thinking, depends on the integration of three broad learning domains knowledge, skills and values.

The content must be Deeper, more detailed and able to be used alone without extra information from the teacher.

References:

·        Novak, M., Krajcik, J. (2006). Using technology to support inquiry in middle school science. Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education, (pp. 75-101).

·        Trowbridge, L., Bybee, W, & Powell, C. (2008). Teaching secondary school science: Strategies for developing scientific literacy (9th ed.).

·        Weimer, M. (2011). The Benefits of Getting Students to Participate in Classroom Discussions.

·        Marope, M (2016). What makes a Quality Curriculum? Current and Critical Issues in Curriculum and Learning. No.2