Clayton Second semester 2008 (Evening)
How science and mathematics are represented in curricula, and how new knowledge is incorporated into the curriculum. Major influences of the last forty years, including first and second generation curriculum projects, and their purposes and consequences; the Science-Technology-Society and Science for All movements; the Realistic Mathematics and Ethnomathematics movements; how issues of participation from gender and minority perspectives have influenced curriculum thinking; approaches to analysing the nature and purposes of science curricula. Global trends towards national curricula and standards will be explored.
Upon successful completion of this unit, students should understand how science and mathematics are represented in school curricula, and how new knowledge is incorporated into the curriculum; approaches to analysing the nature and purposes of science and mathematics curricula; major curriculum influences of the last forty years, including first and second generation curriculum projects, and their purposes and consequences, and the Science-Technology-Society and Science for All Movements, the Realistic Mathematics and Ethnomathematics movements; how issues of participation from gender and minority perspectives have influenced curriculum thinking; why there are currently global trends towards national curricula and assessments of standards at both national and international levels.
Written report (3500 words): 40%
Two assignments (2X2500 each = 5000 words): 30%
3 hours per week