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CONTRACT OEC-0-70-4892 NOTE 49P DOCUMENT RESUME ED 058 102 SE 013 253 AUTHOR Kratochvil, Daniel W.; Crawford, Jack J. TITLE Science Curriculum Improvement Study Developed by the Science Curriculum Improvement Study Project, University of California, Berkeley. INSTITUTION American Institutes for Research in the Behavioral Sciences, Palo Alto, Calif. SPONS AGENCY Office of Program Planning and Evaluation (DHEW/OE) , Washington, D.C. REPORT NO AIR-21900-11-71-TR-4; PD-R-4 PUB DATE Nov 71 CONTRACT OEC-0-70-4892 NOTE 49p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Adoption (Ideas) ; *Course Descriptions; Curriculum Development; Curriculum Evaluation; Diffusion; *Elementary School Science; *Reports; *Science Course Improvement Project IDENTIFIERS *Science Curriculum Improvement Study ABSTRACT This report deals with the developmental history of the Science Curriculum Improvement Study (SCIS). Description of the project and its origins as well as summative evaluation are briefly discussed. Diffusion of the project and subsequent adoption are also treated and its future potential evaluated. (CP) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRO. DUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIG INATING IT. POINTS OF VIEWOR OPIN- PRODUCT DEVELOPMENT REPORT NO. IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDU- CATION POSITION OR POLICY. SCIENCE CURRICULUM-IMPROVEMENT STUDY DEVELOPED BY THE SCIENCE CURRICULUM IMPROVEMENT STUDY PROJECT UNIVERSITY OF CALIFORNIA BERKELEY November, 1971 Contract No. OEC-0-70-4892 , AMERICAN ISTSTITUT S ,FICOR RESE CH Post ()Ince Box 1113/ ;pa,AltO, California 94302 ' AIR-21900-11/71-TR(4) PRODUCT DEVELORMENT REPORT NO. 4 Contract No. OEC-0-70-4892 SCIENCE CURRICULUM IMPROVEMENT STUDY DEVELOPED BY THE SCIENCE CURRICULUM IMPROVEMENT STUDY PROJECT UNIVERSITY OF CKLIFORNIA, BERKELEY Daniel W. Kratocl-vil Jack J. Crawford American Institutes for Research in the Behavioral Sciences Palo Alto, California November, 1971 The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the con- duct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Office of Program Planning and Evaluation PREFACE is one of 21 suchreports,each dealing This product development report of the history of a recent educationalproduct. A list with the developmental contained responsible for theirdevelopment, is 21 products, and the agencies component, The study, of whichdhis report is a in Appendix A to this report. entitled Contract No.OEC-0-70-4892, was supported byU.S. Office of Education and DevelopmentProducts." "The Evaluation of the Impact ofEducational Research of developmentof The overall project was designedto examine the process It successful educational products." relatively unique attemptto documentwhat This report represents a product that appears to occurred in the developmentof a recent educational published materials,docu- have potentialimpact) The report is based upon and interviews withstaff who ments in the files ofthe developing agency, the development of theproduct. A draft of each study was were involved in for revisions staff. Generally, their suggestions reviewed by the developer's responsibility for inter- into the text;however, complete were incorporaf...ed evaluation, and diffusion pretations concerning anyfacet of development, rests with the authorsof this report. requires reading both Although awareness of thefull impact of the study development reports and the separatefinal report, each the individual product essential events in study may be readindividually. For a quick overview of sections of the report the product history, thereader is referred to those containing the flow chartand the critical decisionrecord. discussion of the proceduresand The final report contains: a complete used to identify exemplaryeducational products; gener- the selection criteria studies; a comparison of alizations drawn from the21 product development case in the literature these generalizations withhypotheses currently existing identification of regarding the processes ofinnovation and change; and the of Education could some proposed data sourcesthrough which the U.S. Office developing products. The final report alsoincludes a monitor the impact of sought for each detailed outline of the searchprocedures and the information case report. Principal Permanent project staffconsisted of Calvin E. Wright, W. Kratochvil, Research Investigator; Jack J. Crawford,Project Director; Daniel In addition, other Scientist; and Carolyn A.Morrow, AdministrativeAssistant. product reports are identi- staff who assisted in thepreparation of individual Dr. Alice Y. fied on the appropriatetitle pages. The Project Monitor was Scates of the USOE Office ofProgram Planning andEvaluation. members of the Sincere gratitude is extended tothose overburdened staff studies who courteouslyand freely gave their time so 21 product development picture of the events that we might present adetailed and relatively accurate exemplary educationalresearch and development pro- in the development of some complete account of the If we have chronicled ajust and moderately ducts. them, credit lies with birth of these products andthe hard work that spawned ransacked memory and those staff'members of eachproduct development team who files to recreate history. ii TABLE OF CONTENTS PREFACE ii LIST OF FIGURES iv PRODUCT DESCRIPTION - Product Characteristics 1 Rationale for Product 1 Description of Materials 5 Procedures for Using Product 9 ORIGINS Key Personnel 12 Sources and Evolution of Ideas 12 Funding for Product Development 21 PRODUCT DEVELOPMENT Management and Organization 22 Original Development Plan 23 Modifications of Original Development Plan 24 Actual Procedures for Product Development 24 SUMMATIVE EVALUATION 29 DIFFUSION Agency Participation 31 Diffusion Strategy 32 Actual Diffusion Efforts 32 Product Characteristics and Other Factors AffectingDiffusion . 34 ADOPTION Extent of Product Use 34 Installation Procedures 35 FUTURE OF THE PRODUCT 36 CRITICAL DECISIONS 37 REFERENCES 42 APPENDIX A: LIST OF PRODUCTS AND DEVELOPERS 43 iii LIST OF FIGURES Figure 1. The Six Levels of,the SCISProgram With Major 6 Concepts Introduced inEach Unit 8 Figure 2. Diagram of an Example Kit 13 Figure 3. Major Event Flow Chart its PRODUCTDESCRIPTION Product Characteristics Name Science Curriculum Improvement Study. Developer Science Curriculum Improvement Study Project, headquartered at the University of California, Berkeley. Distributor Commercial publisher involvement began in 1965 when D. C. Heath con- tracted to publish the preliminary editions of the SCIS program; American Science and Engineering, Inc., was the apparatus manufacturer selected. In 1968, D. C. Heath decided they no longer wished to publish the SCIS materials. In 1969 Rand McNally contracted to publish the final editions. All final editions will be published by 1972, after which Rand McNally will retain exclusive rights to publish the SCIS materials for fiveyears. Then, the entire program becomes public domain. Focus The focus of the SCIS program is on developing a framework of fundamental scientific concepts that are related to the student'sown experience with natural phenomena. The attainment of this functional framework so that it provides a basis for assimilating further information is referred toas "scientific literacy." Grade Level Grades one through six (1-6). Target Population The target population consists of all students capable of learning in typical classroom settings in grades one through six. Because the program is designed to foster experiences and the total involvement of students, it has some claim to be appropriate for the disadvantaged student. Rationale for Product Long Range Goals of Product By 1972, the developers of the SCIS program plan to have readied for adoption the final editions of 12 science units, six units for a physical 16 sciencesequence and six for life sciences. At present, approximately one-halfof these units are available in final editions. Three additional projectgoals include: 1. The development of evaluation supplements for each of the 12 units. These supplements are being designed to asaist teachers in evaluating the performance of students. 2. The development of optional units which may be used as remedial/enrichment, or simply as the basis for a more extensive program. 3. The diffusion of the SCIS program. SCIS staff plan to support the future diffusion activities of the commercial publisher. Objectives of Product The general learning goal is the attainment of "scientific literacy," i.e., learning the abstract, conceptual structure of sciences, and being able to interpret this new information as though the student himself had discovered it. Objectives include performance of the processes of scien- tific investigation and observation and data recording skills. The general affective goals are the development of an inquiry and evaluative attitude about science and the development of independent think- ing. Each of the 12 units is diveded into parts. For example, the unit on Organisms is divided into six parts. For each part, the teacher's guide lists learning objectives. Such objectives
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