This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/23897 |
| Date | 27 August 2014 |
| Creators | Kulik, Joel J. |
| Contributors | Lewthwaite, Brian (Curriculum, Teaching and Learning), McMillan, Barbara (Curriculum, Teaching and Learning) Young, Jon (Educational Administration, Foundations and Psychology) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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