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

Conclusion

This paper reveals one overall approach for SBSCD and provides practical hints and ideas as reference for schools to attempt their own science curriculum development. These are generated from actual experiences by the Curriculum Development Team and through the collaborative effort of the participating schools and teachers. Together, the four curriculum elements are defined for each school and they are carried out under the three phases - planning, implementation and evaluation. Each school has displayed many different or unique characteristics; therefore a SBSCD plan is tailored-made for schools based on the needs of the students. The interactive project approach allows the curriculum developers to react quickly to every school's unique situation. Also, with a wide collection of student works from around the world being one of the key resources for curriculum development, teachers are exposed to worldwide exemplars in science teaching and learning. Through providing the sharing platforms created by the local and the Schools Around the World international websites, teachers may take active part in disseminating their curriculum development results from this valuable experience.