Multiple Theories of Curriculum and the Tension Between Administrators and Teachers in a Science Classroom (Poster 6)

• In Event: Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies Structured Poster Session

Abstract

This paper examines the disconnect between administrators' and teachers' definitions of curriculum in science education. It explores how standardizing curriculum based on administrative perspectives can negatively impact educators and students. The author draws on personal experience as a science teacher and curriculum theories by Schubert, Tyler, and Aoki to argue against a narrow, standardized view of curriculum. The paper highlights the importance of considering multiple curricula, including hidden and experienced curricula and incorporating teachers' and students' lived experiences. The author concludes that a standardized curriculum fails to allow for relevancy and autonomy and suggests that proper professional development and teacher autonomy can lead to more effective science education.

Author

• Misty Heredia, University of Texas - Rio Grande Valley