Science Curriculum

The following statements are intended to form the philosophical framework for science instructional and curricular decisions. Many of the following principles, assumptions, and standards are derived from the National Science Standards.

Principles of Learning Science

 

Learning in the sciences is governed by the following principles:

  1. The universe has been created by Allah (SWT) for man to reflect, ponder, reason and learn from the majesty, beauty and systematic organization of it. Quran (3:190-191)
  2. Learning science is an active physical and mental process.
  3. Progression in learning is usually from concrete to abstract.
  4. All students are capable of learning science.
  5. What students learn is influenced by their existing ideas.
  6. Effective learning requires feedback.
  7. Teacher expectations affect student performance.

Principles of Teaching Science

 

  • Teachers of science should plan and implement a science program that is inquiry-based. They should develop short and long-term goals; adapt curricula to student interest, experiences, and abilities; align curricular targets to assessments; and collaborate with other teachers within the across grade levels and subject areas.
  • Teachers of science guide and facilitate learning by encouraging and supporting student inquiries; facilitating student discussion about scientific ideas; encouraging students to become personally responsible for learning; responding appropriately to individual differences and diversity in the classroom; and modeling scientific methods and skills, curiosity, and openness to new and/or different ideas.
  • Teachers of science participate in ongoing self and student assessment. They utilize multiple types of assessments to continually gather data related to student development and progress. Assessment data, when appropriate, is communicated effectively to students, other teachers, parents, policy makers and the general public. Student data should be used to reflect and improve teaching practices to meet the needs of all the learners in the classroom.
  • Teachers of science structure time for extended investigations, create a supportive and safe learning environment for children, and make science tools (technology, equipment, materials, and print resources) available and accessible to students.