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What Role Should Big Ideas Play in Science Curricula?

Author

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  • Richard S. Prawat

    (Michigan State University)

Abstract

This paper tells the story of the development of a science unit from a unique epistemological perspective?termed ?realist constructivism.? The teacher in the realist constructivist approach is not expected to relinquish his or her expert status. Instead, that person adopts a stance, described in recent writings by one of the researchers as a ?sage on the side? role that is mid-way between the traditional ?sage on the stage? role and that of the inquiry-oriented ?guide on the side? (Prawat, 2003). As this metaphor suggests, teachers in this approach play a more direct role than they do in the typical constructivist-oriented approach in science, social studies, and other disciplines. Reflecting this role, the approach can best be described as an ?ideas first/inquiry second? variant on active teaching and learning. Data from implementation studies are presented that support this novel approach to science curricula development.

Suggested Citation

  • Richard S. Prawat, 2015. "What Role Should Big Ideas Play in Science Curricula?," Proceedings of International Academic Conferences 1002971, International Institute of Social and Economic Sciences.
    • Handle: RePEc:sek:iacpro:1002971
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    More about this item

    Keywords

    Education; Science; Technology;
    All these keywords.

    JEL classification:

    • I29 - Health, Education, and Welfare - - Education - - - Other

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