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dc.contributor.authorSearchfield, Mary Alice
dc.date.accessioned2017-06-16T04:28:46Z
dc.date.available2017-06-16T04:28:46Z
dc.date.issued2017-06-16
dc.date.submitted2017
dc.identifier.urihttp://hdl.handle.net/10613/4991
dc.description.abstractIn 2010 British Columbia’s Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new curriculum was set for the 2016/17 school year for Grades K-9, and 2017/18 for Grades 10-12. With a concerted emphasis on personalized learning and through the frame of a Know-Do-Understand curriculum model, the new curriculum aims to meet the needs of today’s learners, described as living in a technology-rich, fast-paced and ever-changing world, through a concept-based and competency-driven emphasis. This thesis is a critical analysis of the BC K-9 Science curriculum as written and published, looking specifically at how science is treated as a form of knowledge, its claimed presentation as a story, and on whether the intentions claimed by the designers are matched in the curriculum’s final form.
dc.subjectcritical analysis
dc.subjectcurriculum as design
dc.subjectcurriculum studies
dc.subjectforms of knowledge
dc.subjectscience
dc.titleChanging curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9
dc.date.updated2017-06-16T04:28:46Z
dc.language.rfc3066en
dc.degree.nameM.A. in Environmental Education and Communication
dc.degree.levelMasters
dc.degree.disciplineSchool of Environment and Sustainability


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