Asia-Pacific Forum on Science Learning and Teaching, Volume 3, Issue 1, Article 10(June, 2002) Teresa T S WONG A Case Study of School-Based Science Curriculum Development: Overview of Project Approach and Process of Implementation Previous Contents Next

Stage 2 - Situational Analysis
Sockett (1976) suggested a 'situational analysis' process to understand the school's existing science curriculum design and any factors affecting its formation. Skilbeck's (1984) added upon the study by Sockett, listing a series of external and internal factors for the situational analysis process. External factors examine the context under which the curriculum development exercises are working, including the consideration of Hong Kong education reform incentives in school's existing science curriculum, the influence of the school's system and the degree of freedom given to teachers in relation to their choice of teaching approaches and shaping of the school's overall science curriculum. Internal factors examine the needs of the involved key groups (students, teachers, principal), including an understanding of teachers' normal teaching practices and their perception of students' abilities and an overall impression of the school ethos. Only those factors that are applicable to the extent of this project are described below, with relevant elaborations to the project setting.

External Factors:

1. Educational system requirements and challenges
   In Hong Kong, this factor is closely tied with the education reform, which suggests that the school's science curriculum should stress on the changing emphases for assessment, enhancing students' scientific reasoning and science process skills, encouraging students to engage actively in designing and conducting experiments, as well as exploring scientific concepts and their applications in daily life (Curriculum Development Council, 2001a). This factor analyzes the fulfillment of these emphases within the school's existing science curriculum, as well as how much the schools' science curriculum follow or adapt from the central curriculum. To examine this factor for a particular school, a copy of the school's existing curriculum design, including unit organization framework, lesson plans from individual teachers (if available), list of activities and project work outline, worksheets and resources list are obtained.

2. The degree of autonomy given to the teachers in the school
   This factor explores the teachers' freedom in their choices of approach in teaching/learning, in formulating decisions on the format and weighting of student evaluations, and in the organization of school events and any activities for the school's science education. These elements are examined through pre-consultation group interviews and communicating with the individual teachers during each occasion. From these rendezvous, a general impression of the school's collaborative spirit and the level of control from the school's supervising body on teachers' teaching can be obtained for the participating school. 

3. School's system requirements 
   Timetabling system, resources availability, class organization, and student assessment policies may all exert influences on the school's curriculum development. Specific information on timetabling system and student assessments are obtained directly from the school project coordinator. During the pre-consulting meeting, the curriculum developers would take a tour of the school property to understand the school's science classrooms arrangement and the science resources available. 

Internal Factors:

1. The student
   Schools in Hong Kong are classified by different bandings according to the overall academic standard of the student body. Together with the social and cultural background of the particular school, a general impression of the overall student learning ability is formed among the teachers. Individual interviews with teachers are conducted to explore such perception and their past experience with the student body.

2. The teacher
   This factor explores teachers' individual characteristics such as their academic backgrounds and experience in science teaching, knowledge in the teaching topics, teaching methods used, attitude towards curriculum development, collaboration with colleagues, teaching preparation practices, major form of student work, and assessment methods. A well-formed survey is given to the teachers, and individual interviews are conducted with them to understand these aspects. 

3. School ethos
   This factor involves an understanding of the school's organizational climate including the following:

   1. Principal supportiveness: an understanding of the principal's involvement in the school and his/her concern with the professional and personal welfare of the staff body.

   2. Operations emphasis: an understanding of the principal's concern with the operative aspects of the school and his/her close (sometimes burdensome) supervision of the staff body.

   3. Intimacy: a measure of social cohesiveness among teachers.

   An overall understanding of the school ethos is formed through personal interviews with the principal, along with the opinions as revealed by the school project coordinator and through communicating with the participating teachers.

After a comprehensive analysis of these factors for a particular school is completed, it may serve to shape a school-based study focus, including forming the basis for revising the school's SBSCD objectives and their most appropriate action plan (to be explained in the next stage). For those factors identified to be the causes of potential hindrance for SBSCD, curriculum developers are responsible to address and alert them with the school project coordinator at this early stage of the project. Also, they will adjust their strategies accordingly while introducing and implementing the action plan.