Curriculum Revision as a Research Activity: Using Classrooms to Improve Curriculum

As part of our effort to design curriculum materials, we report on a systematic research method for improving materials based upon learning goals, and adaptability and usability. Our work is with an ongoing urban systemic initiative of a large public school district to reform science and mathematics education, and our science curriculum materials are consistent with constructivist ideas and addressed national, state and local goals for student learning. If curriculum materials are to be a vehicle for reform, however, they need to be effective in classrooms on a large scale. Few have reported methods of classroom research to improve materials. We are interested in not only students' ability to use materials to achieve important learning goals, but how the materials are usable by teachers and adaptable to differing classroom situations. We found that a variety of sources needed to be explored in systematic order and then integrated to gather meaningful information on which to base revisions. Each source gives valuable insight, but only in light of the other sources, the goals for revision, and underlying theoretical principles. In addition we found that the need for revisions based on usability and adaptability was more evident in large scale enactments beyond initial pilot testing. We believe that a method of classroom research can be defined that supports real curriculum improvement and informs efforts to create future curricula.