Content area
The purpose of this study is to describe and evaluate selected characteristics of the National Science Foundation-sponsored science curricular programs developed in the United States for use at the secondary school level, and to determine some curricular and instructional implications for Kuwaiti secondary school science programs.
The study is designed to include a description and an evaluation of selected characteristics of four NSF-sponsored science curricular programs, namely Biological Sciences Curriculum Study (BSCS), Chemical Education Materials Study (CHEM Study), Earth Science Curriculum Project (ESCP), and Harvard Project Physics (HPP) programs. The study also includes a description and evaluation of selected characteristics of all Kuwaiti secondary school science programs in biology, chemistry, geology (earth science), and physics.
A review of related literature on the selected NSF-sponsored science programs presents the background information for the development of each program, the materials developed, and related research results and individual, non-research, responses to these programs. A review of related literature on the Kuwaiti science education programs provides information about the status of science education and the recent developments in Kuwaiti secondary school science education.
The characteristics of science programs of both countries are described and evaluated, individually and collectively, by using Zorn's Criteria.
The results of the study reveal that the NSF-sponsored science programs are superior to Kuwaiti science programs in such characteristics as emphasis on active student involvement in inquiry-oriented activities, provision for student pursuit of special science interests, provision of extensive supplementary reading materials, provision of extensive audiovisual aids and materials, inclusion of related information sources (bibliographies) in student textbooks, placing emphasis on specifically stated performance objectives and skills to be mastered by students, and provision of the opportunity for teachers to structure and select appropriate text-content material and student activities for their classes. The results also show that the Kuwaiti science programs were similar to the NSF-sponsored science programs in such characteristics as emphasis on conceptual development; provision for direct, firsthand experiences through utilization of lab activities; emphasis on science skills acquisition; and usage of audiovisual aids and materials in science instruction.
Based on the results obtained, certain implications for Kuwaiti secondary school science programs are drawn, both individually and collectively. Recommendations to be considered in future revision and improvement of Kuwaiti science programs are presented.