Mapping Curriculum Innovation in STEM Schools to Assessment Requirements

Tensions and Dilemmas

Bibliographic Data

ID4255927
AuthorsAik-Ling Tan, Aik‐ling Tan (0000-0002-4627-4977, Nanyang Technological University), Woon Foong Leong
Year2014
Volume53
Issue1
Pages11-17
Publication date2014-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2014.862113
OpenAlexW2060246721
LanguageEN
Citations received4
References cited8

Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head of department in this school, the second author discusses the constraints in curriculum innovation in a specialized school context embedded within a larger system of the national curriculum. We reflect on her experiences in designing, planning, writing, and implementing applied science courses and the challenges in having to simultaneously address the standardized assessment guidelines

Context (archaeology · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Emergent curriculum · Engineering ethics · Mathematics education · Pedagogy · Perspective (graphical · Political science · Privilege (computing · Sociology · Computer Science · Engineering · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Science Education and Pedagogy

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