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SEPUP designs curriculum using the best of research and practice. We first identify research-based techniques that can help students learn. These techniques are integrated into the development of the curriculum. The curriculum is then piloted by classroom teachers and their students. Only after addressing the input of teachers, scientists, and other experts are the materials commercially published. In all of its curriculum materials, SEPUP incorporates:
Personal and societal issues to introduce scienceAn issue-oriented approach engages students in learning science and helps students understand the everyday relevance of scientific concepts. For example, students may consider what they can do to reduce their risk of catching an infectious disease. Understanding what causes infectious diseases and knowing how they are transmitted can help students address this issue. At SEPUP, issues are an integral part of every unit and provide thematic continuity. ^ top The role of scientific evidence and trade-offs in decision-makingThe purpose of issues in SEPUP is not limited to engaging students in science. As students evaluate issues, they consider the types of evidence required to make an informed decision. Students learn how scientific ideas and processes can provide evidence. Students are expected to apply their knowledge of scientific evidence to their decision-making, regardless of the action they choose to take. They also begin to consider and identify the tradeoffs involved with each decision. ^ top Different approaches to hands-on inquirySEPUP supports student inquiry by providing numerous opportunities for hands-on investigations. In some cases, the inquiry process is guided by procedures or questions that can help students arrive at important scientific understandings. At other times, the inquiry is more open-ended, encouraging students to develop their ability to ask questions and to think critically. ^ top Age-appropriate teaching strategiesUsing different strategies, such as simulations or projects, stimulates students to improve laboratory, research, reading, and writing skills. It also provides increased learning opportunities for students with different learning styles. SEPUP activities include laboratory investigations, readings, small- and large-group discussions, projects, hands-on activities, video, computer simulations, role plays, demonstrations, games, and written and oral presentations. ^ top Spiraling of key concepts and skills over timeSEPUP utilizes a learning-cycle approach in which concepts and skills spiral throughout the curriculum. Key concepts and vocabulary introduced in one activity are used repeatedly in later activities, enhancing student understanding and retention. Essential scientific skills are also developed over time. For example, students may be provided with data tables in the first part of a curriculum, but are guided to construct their own tables later in the unit. ^ top Assessments that are embedded in the curriculumSEPUP materials provide both a well-constructed multiple choice item bank and a research-based assessment system develop in cooperation with the University of California Graduate School of Education. The assessment system provides several different rubrics (called scoring guides) that can be used to assess student responses to questions that are already embedded in the student pages. ^ top 4-2-1 approach to cooperative learning
Explicit connections to other disciplines, such as technology and literacySEPUP materials provide students with opportunities to learn science utilizing relevant history, technology, mathematics, and language. For example, a unit might have activities that explain the history of science as it relates to the topic, or provide software that allows students to further investigate the topic. In addition, most SEPUP curriculum provides teachers with literacy strategies that can be used to help students with processing language. ^ top |
Spring 2004: Focus on Inquiry |
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