2023
DOI: 10.26686/nzaroe.v28.8273
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Designing for empowering curriculum implementation

Abstract: International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculu… Show more

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Cited by 3 publications
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“…Education for the development of future scientists led to the content-driven curricula of the early and mid-20 th century, despite the ideologies proposed by Huxley that the development of inductive reasoning through engagement in scientific investigation was one of the most important facets of science education (DeBoer 1991). Hipkins et al (2002) proposed that even in modern New Zealand classrooms delivery of content to develop future scientists is the implicit driver of science teaching. While the quest for some functional biological literacy has been evident in biology education from its inception, the understanding of biological literacy has evolved significantly from a simplistic view of knowledge of useful content, to understanding of biology as a process and the development of an ability to engage in understanding of the impact of biology on society.…”
Section: Changing Purpose Of Biology Educationmentioning
confidence: 99%
“…Education for the development of future scientists led to the content-driven curricula of the early and mid-20 th century, despite the ideologies proposed by Huxley that the development of inductive reasoning through engagement in scientific investigation was one of the most important facets of science education (DeBoer 1991). Hipkins et al (2002) proposed that even in modern New Zealand classrooms delivery of content to develop future scientists is the implicit driver of science teaching. While the quest for some functional biological literacy has been evident in biology education from its inception, the understanding of biological literacy has evolved significantly from a simplistic view of knowledge of useful content, to understanding of biology as a process and the development of an ability to engage in understanding of the impact of biology on society.…”
Section: Changing Purpose Of Biology Educationmentioning
confidence: 99%