Evidentially-based curriculum development

Stuart Bennett, Tina Overton

Research output: Contribution to journalEditorialOtherpeer-review

2 Citations (Scopus)

Abstract

Curriculum development for primary and secondary schools has long been a preoccupation of local and national governments, of teachers, educators and researchers with the resultant broad changes being implemented at a national level. The structure of the curriculum tends to be built upon ‘what is needed for the next step’, so that primary schools produce learners with the appropriate skills and knowledge needed to underpin the secondary curriculum. This principle is particularly pertinent at the secondary-tertiary interface, where a significant part of the tertiary curriculum depends upon good underpinning knowledge and skills being provided in the secondary level. In addition, curriculum development at the primary and secondary level is influenced by research into how children learn, into the most effective pedagogies for different disciplines, and on motivation for learning.
Original languageEnglish
Pages (from-to)73
Number of pages1
JournalChemistry Education Research and Practice
Volume11
Issue number2
DOIs
Publication statusPublished - 2010
Externally publishedYes

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