THE ROLE OF RESEARCH-BASED CURRICULAR UNIT ON STUDENTS’ SYSTEMS UNDERSTANDING OF HUMAN IMPACT ON THE ENVIRONMENT

Abstract

The research-based curricular unit presented in this proposal is a response to the new tide of educational reforms in the United States.  This curricular unit represents an attempt to frame K-12 science curriculum around three dimensions: crosscutting concepts, disciplinary core ideas and scientific practices recently released in the report on a Framework for New K-12 Science education (National Research Council, 2012).  Integration of three dimensions into the development of agriculture-related curricular unit reflects complexity and logic inherent in science education facilitating systems understanding of environmental issues.  The development of this learning unit takes place under the initiative of the National Science Foundation (NSF) funded project to explore the efficacy of the agriculture-related unit on high school students’ systems understanding of the human impact on natural systems.  The presented unit embodies characteristics that identify research-based curricular unit (Clements, 2007).  Preliminary results presented in this study demonstrate potential of close adherence to features identifying research-based curriculum in supporting systems understanding of environmental problems.  Mediation results of this nature have larger implications on future efficacy of curriculum intervention.