Evaluating Curriculum Priscilla Lopez EDU 522

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School

Grand Canyon University *

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522

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Chemistry

Date

Feb 20, 2024

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docx

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Uploaded by AmbassadorKingfisher210

1 Evaluating Curriculum Priscilla Lopez Grand Canyon University EDU-522 Dr. Stephany Anderson 3/05/23

2 Evaluating Curriculum Many subjects are covered in high school chemistry, including acids and bases, chemical equations, acids and bases, atoms and molecules, chemical bonds, concentration difficulties, stoichiometry problems, states of matter, and equilibrium concerns. Identifying the elements necessary for a high school chemistry program can help you study these topics the best way possible. Physical chemistry, organic chemistry, inorganic chemistry, and biochemistry are all included in the high school chemistry curriculum (Ryan & Reid, 2016). A course level and an individual level are typically the two fundamental levels of the curriculum. There are often two or three courses offered at the course level, each for a certain amount of time. Typically, these courses focus on one subject (such as acids and bases) or several subjects (such as gas laws). At the individual level, there are typically two or three separate tests administered during the year, each of which contains questions from earlier tests. Scope and Sequence The high school chemistry curriculum covers a lot of ground. The scope includes all facets of chemistry, including chemical processes, physical and chemical characteristics, geology and earth science, biology, and organic and inorganic substances. The curriculum's sequencing also covers a lot of ground. Following general chemistry, the order shifts to organic and

3 inorganic molecules. The degree to which the high school chemistry curriculum adequately covers each area of chemistry will determine how successful it is. Students won't be able to build a solid basis for their future college or university studies if it doesn't cover every part of chemistry. Continuity It is crucial for students to have the opportunity to examine the content again, which is why high school chemistry curriculum continuity is useful. Students can learn at various levels thanks to the continuity of the high school chemistry program. Some students might not be able to comprehend all that was discussed in class, but if they can see or listen to someone else explain things, maybe they will be able to understand them more fully. Integration Statewide high school chemistry programs now contain college readiness science courses as part of their curriculum in order to provide pupils with a more well-rounded educational experience. If students complete their mandatory coursework in fewer than three years, they are exempt from having to take a final test in order to graduate. By developing their critical thinking, problem-solving, and communication abilities, students will gain from the revised curriculum (Ryan & Reid, 2016). The opportunity to study about the natural environment and how it interacts with human civilization is also provided to the pupils. The new requirements also help kids be ready for increasingly difficult arithmetic and analytical thinking tasks, both of which are necessary for success in college-level science courses. It will also emphasize a range of employment in the STEM.

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4 Articulation There is a lot of information in the program, and it is all presented in an easy-to- understand manner. The main problems are that there are no videos or animations in the course material and that there is no way for me to do my own tests or quizzes for the students. As part of the typical high school curriculum, students get the option to learn more complex chemical subjects. They also learn about analytical chemistry, biochemistry, and organic chemistry throughout their schooling (Tekedere 2016). This is so that students may observe exactly how each experiment operates and what to expect when they do the experiments themselves. If the subject was given to students as a movie or animated images, they could have an easier time understanding what they are studying in class. Balance Due to the balanced nature of the high school chemistry curriculum, students are able to apply what they have learned in class and may utilize the skills they have developed while carrying out experiments. This contributes to the program's success. It is possible to use the skills and information learned in school for everyday tasks like cooking, for instance. A thorough chemistry education throughout high school may help students better prepare for college as well as for a career in fields connected to science or engineering. Learning theory demonstrated within the curriculum Theories of learning aid in identifying the most effective learning strategies for various contexts. The teacher's disposition, the learning environment, the qualities of the students, and the educational goals all have an impact on how each is used and paid attention to. Their pedagogical applications in chemistry education are looked at in this article along with reviews of these theories and examples of research studies (Mahaffy 2018). The use of games and

5 computer simulators (behaviorism approach), concept maps and pre-organizers (cognitive approach), and social learning (constructivist approach) are all effective ways to teach concepts and process skills in chemistry. It was discovered that each theory places a strong emphasis on a particular type of learning, which is significant for chemistry education. In accordance with the setting and subject matter of the training, teachers should be conversant with this collection of concepts and adopt a specific approach and practical methods. Constructivism and behaviorism may be utilized to teach metacognition and metacognition, respectively, as well as psychomotor and cognitive purposes. This will help students reach academic goals.

6 References Mahaffy, P.G., Krief, A., Hopf, H., Mehta, G. and Matlin, S.A., 2018. Reorienting chemistry education through systems thinking. Nature Reviews Chemistry, 2(4), pp.1-3. Ryan, M.D. and Reid, S.A., 2016. Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), pp.13-23. Tekedere, H. and Göke, H., 2016. Examining the effectiveness of augmented reality applications in education: A meta- analysis. International Journal of Environmental and Science Education, 11(16), pp.9469-9481.

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7 Tekedere, H. and Göke, H., 2016. Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), pp.9469-9481.