Curriculum review will not help
Posted March 1, 2015on:
This week I read a good critique of the way some science teachers in Singapore design test questions and grade them. The issues were a misplaced emphasis on rote learning (instead of inquiry) and the poor use of language (English and scientific) in setting test questions.
A parent wrote in to the ST Forum with a suggestion:
There seems to be something inherently wrong with how science is taught in primary schools today. Perhaps the time is ripe for a systemic review of the curriculum to address all these concerns.
This suggestion will not work alone. Curricular reviews and revisions tend to focus on content. That is only one piece of the jigsaw puzzle.
To see the whole picture, one needs to also factor in how teachers teach an academic subject (which is a function of pedagogy), and how they unlearn old habits in favour of learning new ones (professional development, leadership, incentives, and more).
A seemingly superficial or simple problem like stupid test questions or stubborn teacher behaviour has complex roots. The layperson does not dig as far and is not expected to. The real problem is when some schools, their leaders, and/or their teachers are not aware that they need to dig deep too.