What does it mean to create sustainable science curriculum innovations? A commentary
dc.contributor.author | Fishman, Barry J. | en_US |
dc.contributor.author | Krajcik, Joseph S. | en_US |
dc.date.accessioned | 2006-04-19T13:39:27Z | |
dc.date.available | 2006-04-19T13:39:27Z | |
dc.date.issued | 2003-07 | en_US |
dc.identifier.citation | Fishman, Barry J.; Krajcik, Joseph (2003)."What does it mean to create sustainable science curriculum innovations? A commentary." Science Education 87(4): 564-573. <http://hdl.handle.net/2027.42/34549> | en_US |
dc.identifier.issn | 0036-8326 | en_US |
dc.identifier.issn | 1098-237X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/34549 | |
dc.description.abstract | Two key issues for research on the creation of sustainable science curricula are the following: (1) How do we create curriculum innovations that will be used in classrooms after the developers or researchers depart; and (2) How do we create curriculum innovations that are scalable, such that teachers who never have direct contact with the developers may successfully enact them? We introduce the idea of usability as a guiding principle for the successful design of sustainable and scalable curricula, present a framework for examining usability in school contexts, and critique the ideas presented in this issue of Science Education using this framework. © 2003 Wiley Periodicals, Inc. Sci Ed 87: 564–573, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10088 | en_US |
dc.format.extent | 86272 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Wiley Subscription Services, Inc., A Wiley Company | en_US |
dc.subject.other | Education | en_US |
dc.title | What does it mean to create sustainable science curriculum innovations? A commentary | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Ecology and Evolutionary Biology | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, The University of Michigan, Ann Arbor, MI 48109-1259, USA ; School of Education, The University of Michigan, Ann Arbor, MI 48109-1259, USA | en_US |
dc.contributor.affiliationum | School of Education, The University of Michigan, Ann Arbor, MI 48109-1259, USA | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/34549/1/10088_ftp.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1002/sce.10088 | en_US |
dc.identifier.source | Science Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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