Exploring conceptions of curriculum and standards in high school chemistry and Advanced Placement programs in Georgia

Abstract

Standards-based instruction is an important ingredient for reforms in science teaching. The curriculum prescribes how and what content areas to teach while standards provide a guide for instruction. This study explores conceptions of curriculum and standards-based practices, the structure and organization of the Advanced Placement (AP), the International Baccalaureate (IB) programs and College Preparatory (CP) Chemistry curriculum. The research questions addressed are: (1) What are the conceptions of curriculum and standards-based practices espoused in policy documents and curriculum reform initiatives? (2) What content and process overlaps are evident in the Chemistry curriculum and the science education standards? 3) How are advanced placement initiatives situated in standards-based school reforms and the Chemistry curriculum? Using qualitative documentary analysis research methodology, data were collected using refined data collection protocols. Findings from the study indicate varied conceptions of curriculum and standards-based practices and significant overlaps in content and purposes of the courses. The study recommends an all-inclusive learner centered standards-based Chemistry curriculum.