The human nature of chemistry curriculum design and development: a Canadian case study

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dc.contributor.authorKulik, Joel J.
dc.contributor.examiningcommitteeMcMillan, Barbara (Curriculum, Teaching and Learning) Young, Jon (Educational Administration, Foundations and Psychology)en_US
dc.contributor.supervisorLewthwaite, Brian (Curriculum, Teaching and Learning)en_US
dc.date.accessioned2014-08-27T16:11:13Z
dc.date.available2014-08-27T16:11:13Z
dc.date.issued2014-08-27
dc.degree.disciplineCurriculum, Teaching and Learningen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractThis thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.en_US
dc.description.noteOctober 2014en_US
dc.identifier.urihttp://hdl.handle.net/1993/23897
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectchemistryen_US
dc.subjectcurriculumen_US
dc.subjectcurriculum designen_US
dc.subjectcurriculum developmenten_US
dc.subjectchemistry curriculumen_US
dc.subjectchemistry curriculum developmenten_US
dc.subjecthuman natureen_US
dc.subjecthumanityen_US
dc.subjecthuman dynamicsen_US
dc.subjectchemistry educationen_US
dc.subjectchemistry teachingen_US
dc.subjectchemistry learningen_US
dc.subjectcurriculum constructionen_US
dc.subjectcurriculum processen_US
dc.subjectcurriculum development processen_US
dc.subjectdevelopment teamen_US
dc.subjecttensionalityen_US
dc.subjecttensionen_US
dc.subjectinfluences on curriculumen_US
dc.subjectfactors that influence curriculumen_US
dc.subjectlived experiencesen_US
dc.subjectstakeholdersen_US
dc.subjecthistoricalen_US
dc.subjectphenomenologicalen_US
dc.subjectphenomenologyen_US
dc.subjectautobiographyen_US
dc.subjectautobiographicalen_US
dc.subjectpoliticalen_US
dc.subjectpoliticsen_US
dc.subjectpolitical factorsen_US
dc.subjectdeconstructionen_US
dc.subjectreconstructionen_US
dc.titleThe human nature of chemistry curriculum design and development: a Canadian case studyen_US
dc.typemaster thesisen_US
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