Curriculum Development of Science

The process of curriculum development has remained constant although there is alternation in the definition of curriculum in response to social forces and expectations of the school. Curriculum developed is a basic cycle involving, the process of Analysis, Design, Implementation and Evaluation.

1. Evaluation:

The evaluation step of a curriculum development programme helps assess the achievement of desired objectives. It also provides information of progress, if any, improvements which could be incorporated and so on. The role of evaluation is to complete to the analysis stage. The teacher is the most important factor in the entire process of curriculum development and implementation and finally the outcome of the process depends on what the teacher does in the classroom.


2. Implementation:

This involves the application of resources and training for those in need of skills. The implementation function for science curriculum involves:

a. Introducing a more appropriate form of examination for students who had completed the course.

b. Improving the provision of laboratories and equipment.


c. Helping teachers to use the curriculum effectively by holding in-service workshops and orientation courses.

3. Design:

With the completion of analysis, relevant data about desired changes must be organized and placed into the form of an action plan. The plan should clearly identify what is to be done, the order of changes to be made and the time schedule needed to incorporate the changes.

4. Analysis:


It is the process of clearly identifying the values and setting of goals which is vital curriculum development. For a clear and correct curriculum the situation must be analysed and the ultimate goals identified.