Expanding the Curriculum With Creativity

Expanding the Curriculum With Creativity

Timothy Hinchman (Midwestern State University, USA)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-8082-9.ch003

Abstract

Standardized education and narrow curriculum testing reduces students' abilities to critically think and creatively solve real-world problems. Although public policy emphasizes these important and practical skills, they have not adequately manifested in United States classrooms. They are instead filled with shallow prescribed curriculum that fails to inspire and guide students to think creatively. Science education provides a unique opportunity to engage students by solving real problems through flexible co-constructed supportive environment.
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Content Standards And Testing

Noddings (2013) argued for systemic changes in standardized education. She suggested that educational policymakers must embrace and inspire creativity in curriculum design and diverge from a standardized system (Noddings, 2013). Despite the educational equity goals of content standards, one of the consequences of standardized education is to regiment the process, to siphon all students through college for economic prosperity purposes (Noddings, 2013). She argues that politicians involved in developing curriculum often ignores diversity, including students’ interests and their personal goals; forcing students into college preparation courses reduces their opportunities to follow their heart and allows educational institutions to easily rank and label them (Noddings, 2013). According to Noddings, (2013), to remain true to their original purpose, content standards should be designed with general goals to ensure educational equity while providing classroom teachers the flexibility to modify existing curriculum to meet their students’ needs. The implementation of these standards would benefit from a local control that ensures resources are appropriately allocated to each individual classroom (Noddings, 2013). Additionally, students should also have some control over how they learn and demonstrate their learning of these content standards, which is currently nearly impossible within the established narrow and specific understanding of the content standards and their high-stakes consequences (Noddings, 2013). Noddings (2013) maintained that the curriculum should be designed relevantly to meet student’s interests and provide them with skills that will allow them to pursue their passions.

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