Science Curriculum Design: a model based on who we are

In this paper I present a model for understanding and implementing science curriculum design. Numerous factors influence what we wish to teach and how we teach. A number of these factors are in conflict، some are contested across interest groups، and some of our goals are constrained by resources. We may struggle to find a vision that is inspiring، acceptable and feasible within our contexts and constraints. I suggest in this paper، which draws on science curriculum research، values in education، and worldview، a way of reflecting on the complexity of issues that need to be considered in science curriculum design. Traditionally we have been concerned with improving students’ ability to learn، to produce results، and to demonstrate knowledge and skill. Have we paid enough attention to the human context and the consideration of science for purposes of harmony and openness? Is there an opportunity now to focus on the values inherent in science education? Could this be a central starting point worthy of both contested debate and deep caring for the significance of our learning?