Effect of Curricular Coherence Among Curriculum, Textbook, and Classroom on Science Learning for Chilean Classrooms

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

The main objective of this study was the measurement of the alignment between curriculum, textbook and teacher instruction for two 4th grade Chilean classroom with same socioeconomic level but different Science performances to seek if there is any relation between curricular coherence and student performance. The 4th grade curriculum, the official textbook and two videotaped Science units of each classroom were analyzed using Porter´s methodology through three categories: scientific content, scientific skills and cognitive processes. Student performance was measures by applying a standardized Science test before and after the classroom observation. A medium coherence between the curriculum and the textbook and the instruction was found. However, a strong positive relation between scientific content coherence and student performance was found.

Authors

• Maximiliano Montenegro, Pontificia Universidad Catolica de Chile

• Alejandra Meneses, Pontificia Universidad Catolica de Chile

• Marcela Ruiz, Universidad Alberto Hurtado