Curriculum for chemistry

CHM 442
 STE442
• Okorocha Emmanuela Akuchi • Akindele Adetoun Oluwadamilola
• 190311096 • 210311507

• Odeyemi Simbiat Adejoke

• 190311097 • Olufiade Olaoluwa Samuel
• 210311508
• Odusanya Oluwatobiloba Adeyinka
• 210311501 • Awobo Oluwapelumi Samuel
• 210311509
• Obiokafor Sonia Idinmachukwu
• 210311503 • Sobayo Mary Ibukunoluwa
• 210311510
• Jimoh Adedoyin Olamide
• 210311504
• Adebajo Adebimpe Grace
• Godwin Funmilayo Glory • 210311511
• 210311505

• Adenekan Oluwatosin Esther

• 210311506
 Future of Chemistry Education
• Introduction • and accessible environments for conducting
• experiments and visualizing abstract molecular
Chemistry education is undergoing a
concepts (Makransky & Mayer, 2022). Platforms
significant transformation due to advances like Labster and ChemCollective have grown in
in technology, shifts in pedagogical popularity, particularly after the COVID-19
approaches, and changing societal needs. pandemic, enabling students to engage with
The increasing emphasis on sustainability, chemical processes remotely.
digital literacy, and real-world relevance is • b. Artificial Intelligence and Adaptive Learning
reshaping how chemistry is taught and • AI-driven platforms are being integrated into
learned. This paper explores key trends chemistry learning to personalize content delivery.
These systems adapt to individual learning paces,
influencing the future of chemistry
offering differentiated instruction and instant
education, focusing on digital integration, feedback (Holme et al., 2020). This enhances
inquiry-based learning, interdisciplinary conceptual understanding and reduces cognitive
teaching, equity and inclusion, and teacher overload.
professional development. • 2. Shift Toward Inquiry-Based and Contextual
• 1. Integration of Digital Technologies Learning
• Traditional rote learning is giving way to inquiry-
• a. Virtual and Augmented Reality based and problem-solving approaches. Students
• Digital tools such as virtual laboratories and are encouraged to ask questions, develop
augmented reality (AR) simulations are hypotheses, and engage in scientific reasoning.
revolutionizing chemistry instruction. These Context-based curricula link chemistry concepts to
real-world issue like climate change,
technologies provide safe, cost-effective,
pharmaceutical
 Future of Chemistry Education
• 4. Emphasis on Sustainability and Global
Challenges
• and food security (Overton & Byers, 2016).
• The UN’s Sustainable Development Goals (SDGs)
• Example: The use of green chemistry principles in
have influenced curriculum reform worldwide.
school curricula encourages learners to consider
Chemistry educators are incorporating topics like
the environmental impact of chemical processes,
clean water, renewable energy, and sustainable
fostering both scientific knowledge and ethical
agriculture to prepare students to tackle global
responsibility.
issues. Students are taught to think critically about
• 3. Interdisciplinary and Cross-Curricular the role of chemistry in solving environmental and
Approaches health-related problems (Burmeister & Eilks, 2015).
• Chemistry education is increasingly merging with • This trend fosters responsible citizenship and a
disciplines such as biology, physics, environmental deeper appreciation for the relevance of chemistry
science, and engineering. The rise of STEM and in daily life.
STEAM (Science, Technology, Engineering, Arts, • 5. Inclusivity, Accessibility, and Equity
and Mathematics) education models promotes
• The future of chemistry education must address the
interconnected learning. For example, teaching acid
rain involves understanding atmospheric chemistry achievement gap across socioeconomic, gender,
(chemistry), environmental consequences and geographical lines. Technology-enhanced
(ecology), and policy implications (social studies). instruction has the potential to reduce barriers to
learning, but only when access is
• Moreover, the inclusion of computational thinking
equitable.Culturally responsive teaching and the
and coding in chemistry (e.g., molecular modeling,
inclusion of diverse contributions to chemistry (e.g.,
data analysis using Python or R) prepares students
African,
for emerging scientific careers (Seery, 2017).
 Future of Chemistry Education
• Arab, and Asian chemists) help broaden • education can equip students with the scientific
participation and student engagement (UNESCO, literacy needed to thrive in a complex, globalized
2021). Efforts to support girls and underrepresented world.
groups in science must continue to be prioritized.
• 6. Teacher Training and Professional Development
• Sustainable improvements in chemistry education
hinge on well-prepared teachers. Ongoing
professional development that includes digital skills,
inquiry-based pedagogy, and curriculum innovation
is essential. Communities of practice, peer
mentoring, and online training platforms (like
MOOCs) provide scalable solutions (King, 2019).
• In developing regions, there is also a growing focus
on building capacity through international
partnerships and national education policies that
support STEM advancement.
• Conclusion
• The future of chemistry education lies in its ability to
adapt to technological innovations, embrace
interdisciplinary and inquiry-based teaching, and
promote inclusive, relevant, and impactful learning
experiences. With continued investment in teacher
training and equitable infrastructure, chemistry
 Curriculum Inquiry/Research
• Curriculum Inquiry or Curriculum Research refers to • 21st-century skills. Researchers also assess how
the systematic investigation and critical examination curriculum content affects students’ cognitive and
of curriculum-related issues to understand, emotional development.
improve, or reform educational practices. It is an •
essential component of curriculum studies that • One key approach in curriculum inquiry is critical
seeks to explore what is taught, how it is taught, curriculum inquiry, which challenges traditional
why it is taught, and the effects of the curriculum on power structures in education and seeks social
learners, teachers, and society. justice by advocating for equity in learning
• There are various forms of curriculum inquiry, opportunities.
including descriptive research (which outlines the •
current state of curricula), theoretical inquiry (which • In the age of digital transformation, curriculum
engages with philosophical underpinnings), and
research now includes studies on digital pedagogy,
action research (which connects research with
online learning platforms, and the role of artificial
classroom practice). These inquiries help in
intelligence in curriculum design and delivery. This
questioning assumptions, identifying gaps, and
helps in making curricula more adaptive, inclusive,
evaluating curriculum effectiveness.
and future-ready.
•
•
• Curriculum research often draws from multiple • Factors Influencing Curriculum Inquiry/Research
disciplines like sociology, psychology, and
• Educational Policy: Changes in national or regional
philosophy to create a holistic understanding of
educational environments. For instance, education policies drive research to align curricula
educational researchers may investigate whether a with current goals and standards.
curriculum is inclusive, culturally responsive, or
aligned with
 Curriculum Inquiry/Research
• Technological Advancements: Digital tools and
platforms influence research topics, especially in
areas like e-learning and virtual classrooms.
• Social and Cultural Context: Researchers often
study how curricula reflect or neglect diverse
identities and social issues.
• Student Needs: A growing emphasis on
differentiated learning and inclusion pushes
research toward individualized curriculum
strategies.
• Globalization: International benchmarks and
comparative studies influence curriculum research
to meet global education standards.
 Curriculum Theory
• ​ .​A theory must be replicable .
6
What is Curriculum Theory? • Functions of a theory
• Curriculum theory is defined as a sub-theory in • Theories serve various functions as supported by
education that explains and describes curriculum various scholars ( (Nyandusi, 2017; Beauchamp,
phenomena. In this case, curriculum phenomena 1982; Ornstein & Hunkins, 1998; Otunga et al,
encompass the elements of curriculum such as the 2011; Glatthorn et al, 2006) as follows:
objectives, content, learning experiences and •
methods of evaluation. • A. Description function
• • Theories provide a narrative classification of
• CHARACTERISTICS OF AN EFFECTIVE knowledge in a particular field. They interpret the
CURRICULUM THEORY complex activities in the discipline. Curriculum
• theories serve to describe curriculum phenomena
• ​ .​A theory must permit deductions and generate
1 such as the elements of curriculum (objectives,
laws that can be tested empirically. content, learning experiences and evaluation) and
• curriculum processes (planning, development, and
​2.​A theory must be compatible with both
implementation). Teachers and curriculum planners
observation and previously validated theories
draw from diverse theories in curriculum activities
• ​3.​Theories must be states in simple terms, simplest (Syomwene, Nabwire & Musamas, 2015).
form possible. •
• ​4.​A theory should have considerable explanatory • B. Prediction function
and predictive potential.
• A theory can predict the occurrence of unobserved
• ​5.​A theory should be productive in the research
events on the basis of explanatory principles
field.
embedded in the theory.
 Curriculum Theory
• alternative over another is ours. So, the role of the
• C. Explanation function theory is not to guide our behaviour, rather it is to
• Theories address the why? question. A theory help guide our thinking.
points out the relationship between phenomena •
and suggests the reasons for the relationships. • Types of curriculum theories
• •
• D. Guidance function • Like curriculum theorists, curriculum theories can
• A theory helps researchers to collect and analyze be classified in many categories. Glatthorn et al
relevant data about a phenomenon. Theories serve (2006) identifies four categories of theories based
a directive function especially in research. on domains of inquiry.
• According to Ornstein & Hunkins (1998) with theory, • These include:
curriculum decision makers can draw on the most • A.Structure oriented theories
advanced and valid knowledge available and apply • These are theories that are primarily concerned
it to many situations. We can provide ourselves with with analyzing the elements of curriculum and their
ways of viewing the world and how it works so that relationships. They are of descriptive and
education will be a relia, will relate to the world, and explanatory intent. Structure oriented theories
will have applicability to real issues and challenges. examine questions related to: What does the term
Commenting on the functions of theories, Henson curriculum mean? What influences curriculum
(2001) warns that theories do not always produce decision making process? What are the
correct answers and they never tell us what we components of a curriculum? What principles
should do. Although some theories have predictive govern the process of content selection,
powers and can tell us what will very likely happen organization, and sequencing?
if we do this or that, the decision to choose one •
 Curriculum Theory
• B.Value oriented theories • D.Process oriented theories
• These are primarily concerned with analyzing the • They are primarily concerned with describing and
values and assumptions of curriculum makers and recommending how curricula are developed. Some
their products. They tend to be critical in nature. process-oriented theories are descriptive in nature;
Value oriented theories are engaged in what might others are prescriptive. The process-oriented
be termed as “educational theories provide guidelines on an effective
consciousness–raising”. They raise curriculum development process such as
questions related to how schools liberate Tyler’s model, Taba’s Model and
individuals, how schools prepare learners to take Oliva’s model.
up roles in the society and what constitutes • Other scholars, Ornstein & Hunkins (1998) suggest
legitimate knowledge. two major categories of curriculum theories:
• • a. Design theories which address the basic
• C.Content oriented theories organization of the curriculum plan; and
• They are primarily concerned with determining • b. Engineering theories that explain describe,
content selection and organization. They tend to be predict or even guide curriculum development
prescriptive in nature. Most curriculum scholars activities. They involve specific plans, principles,
agree on three major sources of curriculum content: and/or methods or
(i) The learner (as in child-centered curriculum; (ii) • procedures.
The society (as in society-centered curriculum); and • The discussion in this section reveals many
(iii) The knowledge/subject matter (as in knowledge categories of curriculum theories as
centered curriculum). • advanced by many curriculum scholars.
•
 Curriculum Theory
Curriculum Theorists and Their Curriculum Theory
Classifications • 7.Null (2016) Systematic Existentialist &
• 1. Eisner & Vallance (1974) Technology & Cognitive Pragmatic Radical Libera
Processes Self- Actualization Social Reconstruction
Relevance Academic Rationalism.
•
• 2.Mcneil (1977) Technological Humanist Social
Reconstruction Academic
•
• 3.Schubert (1996) Social Behaviorist
Experientialists Critical Reconstruction- alists
• Intellectual Traditionalists
•
• 4.Ornstein & Hunkins (1998) Behavioral &
Managerial & Systems Humanist
Reconceptualist /Postmodern Academic
•
• 5.Kliebard (2004) Social Efficiency Child Study
Social Meliorist Humanist
•
• 6.Schiro (2012) Social Efficiency Learner Centered
Social Reconstruction Scholar Academic
 Curriculum Design
• 3. Teaching and Learning Methods
• • Strategies used to deliver content (e.g., lectures,
• Curriculum design is the process of planning, group work, project-based learning,
structuring, and organizing the content, learning • flipped classrooms).
• experiences, and assessment methods for an • • Should cater to different learning styles (visual,
educational program or course. It involves auditory, kinesthetic, etc.).
identifying • 4. Assessment and Evaluation
• what learners need to know , how they will learn it, • • Formative (ongoing, feedback-driven) and
and how learning will be measured. summative (final, graded) methods.
• Here’s a breakdown of the key components and • • Ensures that students are meeting the objectives.
steps in curriculum design: • 5. Resources and Materials
• Key Components of Curriculum Design • • Textbooks, digital tools, lab equipment, etc.,
• 1. Learning Objectives / Outcomes needed for teaching and learning.
• • Define what students should know or be able to • 6. Curriculum Alignment
do by the end of the course or program. • • Ensuring consistency between objectives,
• • Outcomes should be specific, measurable, content, teaching strategies, and assessment.
achievable, relevant, and time-bound (SMART). • Types of Curriculum Design Approaches
• 2. Content / Subject Matter • 1. Subject-Centered Design
• • The knowledge and skills to be taught. • • Focuses on specific disciplines (e.g., math,
• • Must align with learning objectives. history).
• • Common in traditional education systems.
 Curriculum Design
• 2. Learner-Centered Design • 5. Develop Instructional Strategies
• • Tailored to students’ needs, interests, and abilities. • • Plan how the material will be taught effectively.
• • Emphasizes flexibility and active learning. • 6. Design Assessment Tools
• 3. Problem-Centered Design • • Create ways to evaluate if students have met the
• • Based on real-world issues and problem-solving. objectives.
• • Common in vocational or project-based learning • 7. Implementation
environments. • • Deliver the curriculum through teaching and
• Steps in Curriculum Design Process learning activities.
• 1. Needs Analysis • 8. Evaluation and Feedback
• • Identify the needs of learners, community, and • • Assess the curriculum’s effectiveness and make
industry. necessary adjustments.
• 2. Define Goals and Objectives • Additional Considerations
• • Set broad goals and break them down into • • Inclusivity and Diversity
specific learning outcomes. • • Ensure the curriculum respects and represents all
• 3. Select Content learners.
• • Choose relevant and appropriate material aligned • • Technology Integration
with objectives. • • Use digital tools to enhance learning.
• 4. Organize Content • • Continuous Improvement
• • Structure content logically (chronological, • • Curriculum should be dynamic and updated
thematic, simple to complex). regularly based on feedback and new
• developments.
•
 Curriculum Development
• introduction • higher student test scores. Teachers who engaged
• Curriculum development is the organized process in designing learning objectives and selecting
of defining what students should learn and how materials saw an average 12 percent increase in
they should learn it. It shapes teaching strategies, student achievement on standardized
guides resource selection, and ensures that assessments. This evidence shows that inviting
learning goals match student needs. When teachers into design discussions yields measurable
curriculum design reflects classroom realities, it gains in learning.
promotes engagement and meaningful outcomes. • Curriculum Design and Teacher Input
In elementary education, involving those who • Design models for curriculum development often
implement the curriculum—teachers—can make focus on setting objectives first, then choosing
the difference between a generic program and one activities and assessments that align with those
that truly supports learning (Kusmawan et al., goals. The Kusmawan et al. study supports this
2025). approach by demonstrating that when teachers
• Stakeholder Involvement contribute to objective setting and resource
• A core element of curriculum development is selection, the curriculum aligns more closely with
stakeholder involvement. Kusmawan and classroom needs (Kusmawan et al., 2025).
colleagues used a correlational design with 120 Teachers reported greater confidence in their
elementary school teachers and their student lesson plans when they had input on learning
groups to examine this role (Kusmawan et al., goals. Their insights led to instructional materials
2025). They gathered data through surveys on that matched students’ skill levels and interests. In
teacher participation, evaluations of curriculum practice, this means lesson objectives become
alignment, and assessments of student more relevant and materials more engaging,
performance. Their analysis found a strong positive creating a stronger foundation for learning.
correlation (r = 0.78, p < .01) between active • Classroom Implications
teacher involvement and
 Curriculum Development
• The study’s implications extend into everyday • education leaders should build structures—such as
classroom practice. A 12 percent gain in test scores regular design workshopsand shared planning time
translates into deeper comprehension and greater —that empower teachers as curriculum developers.
student motivation. When teachers help shape the Engaging teachers in this way ensures that
curriculum, they integrate techniques such as curricula remain responsive, effective, and
differentiated instruction and formative assessment grounded in real classroom experience.
that meet individual learners’ needs. This level of •
customization supports students who struggle and • Factors Affecting Curriculum Development (Based
challenges those who excel. It also fosters a on Kusmawan et al., 2025)
collaborative environment where teacher feedback • 1. Level of Teacher Involvement
drives continuous improvement. Schools that
• Teachers’ active participation in setting objectives
allocate time for joint curriculum planning sessions
can expect to see these benefits materialize in both and selecting materials is the strongest driver of
academic results and classroom climate. curriculum relevance and effectiveness. Higher
• involvement (e.g. co-designing learning goals in
Conclusion and Recommendation
planning sessions) correlates with better student
• Curriculum development succeeds when it outcomes (r = 0.78, p < .01).
combines clear frameworks with active practitioner • 2. Professional Development and Training
input. The Kusmawan et al. findings underscore the
• Access to formal training in curriculum theory and
value of teacher involvement in crafting learning
objectives and choosing instructional materials hands-on workshops equips teachers with the skills
(Kusmawan et al., 2025). For future research, and confidence they need to contribute
studies could explore how digital collaboration tools meaningfully. In Kusmawan et al., those who’d
enhance teacher participation or how involvement undergone collaborative training produced more
affects long-term student outcomes. In practice, coherent syllabi and assessments.
 Curriculum development
• 3. Institutional Support and Resources
• Time constraints, limited access to up-to-date
materials, or uneven resource distribution can
hamper teachers’ ability to engage in curriculum
design. The study notes that schools which
provided dedicated planning time and materials
saw smoother collaboration.
• 4.. Collaborative Structures
• Regular planning sessions, peer-learning groups,
and online forums create the space for teachers to
share insights, pilot materials, and give feedback.
These structures turn individual expertise into
collective curriculum improvements.
• 5. Curriculum Alignment Mechanisms
• Tools like curriculum-alignment checklists or
evaluation rubrics help ensure that what’s designed
on paper matches classroom practice. By
evaluating alignment at multiple points, developers
can catch and correct mismatches early.
 Curriculum Implementation
• Curriculum implementation is the process of putting
the planned curriculum into action in classrooms • - Incorporates teaching methods, learner
and learning environments. It involves translating engagement, classroom activities, and real-life
curriculum documents, syllabi, and learning goals applications.
into teaching practices and student experiences.
• Key Aspects of Curriculum Implementation • 4. Assessment and Feedback
• 1. Interpretation of Curriculum • - Evaluation of students' learning to determine if
• - Teachers understand the curriculum goals, curriculum objectives are met.
content, and outcomes. • - Feedback is used to improve teaching and
• - They align teaching strategies with the curriculum learning.
expectations.
• 5. Support and Collaboration - Teachers work with
• 2. Planning and Preparation school administrators, colleagues, and sometimes
• - Teachers develop lesson plans, instructional parents.
materials, and assessments. • - Training, workshops, and peer support improve
• - They select resources and adapt to the needs of implementation.
their learners. • Factors That Influence Curriculum Implementation
• - Teacher competence and attitude
• 3. Teaching and Learning • - Availability of resources and materials
• - Actual delivery of lessons based on curriculum • - School leadership and support
content. • - Student needs and backgrounds
 Curriculum Implementation
• - Government policies and educational standards
• Why Curriculum Implementation Matters
• - Ensures that learners receive quality education.
• - Bridges the gap between curriculum design and
actual classroom experience.
• - Helps achieve national and institutional
educational goals.
 Curriculum Evaluation
• What is Curriculum? • •​ ​Informs the Public: Provides insights into the
• Curriculum refers to the essential themes, ideas, quality of education in schools.
and principles that guide teaching and learning • ​•​Supports Administrators: Offers data for planning
across educational levels. In subjects like and decision-making.
Chemistry, it provides the structure for what is •
taught and how it is delivered, including content, • Purposes of Curriculum Evaluation
goals, and learning outcomes. • ​•​To improve course content and teaching methods.
•
• ​•​To support student-centered planning and identify
• What is Curriculum Evaluation? learning needs.
• Curriculum evaluation is a systematic process used • ​•​To help administrators assess school and teacher
to assess the effectiveness, relevance, and impact performance.
of a curriculum. It focuses on how well a curriculum •
is implemented and whether it achieves its intended
• Objectives of Curriculum Evaluation
learning outcomes.
• • ​1.​Determine the success or failure of a curriculum.
• • ​2.​Decide whether to accept, revise, or reject a
Importance of Curriculum Evaluation
• curriculum.
​•​Improves Student Learning: Ensures students
• ​3.​Identify areas needing improvement.
receive quality education with measurable
outcomes. • ​4.​Guide continuous curriculum development.
• ​•​Guides Teachers: Helps educators align their
teaching with set goals.
 Curriculum Evaluation
• • •​ ​Checklists: Structured assessment of curriculum
• Types of Curriculum Evaluation elements.
• ​•​Formative: Conducted during development to • ​•​Interviews: Offers detailed insights through formal
improve the curriculum. or informal discussions.
• ​•​Summative: Conducted after implementation to •
measure overall effectiveness. • Factors Affecting Curriculum Evaluation
• ​•​Diagnostic: Identifies student needs before • ​•​Stakeholders: Teachers, students, parents, and
instruction begins. administrators influence and are affected by
• evaluation outcomes.
• Evaluation Models/Approaches • ​•​Resources: Availability of materials, infrastructure,
• ​•​Tyler Model: Focuses on setting objectives, and skilled staff.
organizing experiences, and evaluating results. • ​•​Tools & Methods: Reliability and fairness of
• ​•​CIPP Model (Stufflebeam): Evaluates Context, evaluation tools.
Input, Process, and Product. • ​•​Sociocultural Context: Local culture, language,
• ​•​Taba Model: Encourages experimentation and politics, and environment impact evaluation and
teacher-driven content development. implementation.
• •
• Evaluation Techniques
• ​•​Observation: Monitors real-time classroom
interactions.
• ​•​Questionnaires: Gathers feedback from
stakeholders.
 Curriculum innovation/Change
• Curriculum innovation refers to the introduction of • Challenges in Curriculum Change Implementation:
new ideas, practices, content, methods, or • Resistance to change, lack of sufficient
evaluation procedures that deviate from the finance/resources, frequent turnover of teachers,
formally prescribed curriculum to improve the Policy changes, Curriculum-reality mismatch, Lack
learning environment. Drivers include policy of clarity, Infrastructural limitations, Stakeholder
decisions, addressing problems/gaps, new engagement, Time constraints, Insufficient training
technologies, economic and social demands, and professional development
learner needs, research, and stakeholder input. • Successful Strategies for Managing Curriculum
• Models of Curriculum Innovation Innovation
• - Tyler's Model: Focuses on objectives, learning • Clear vision and rationale, Thorough needs
experiences, organization, and evaluation. analysis, Feasible and flexible planning, Adequate
• - Taba's Model: Emphasizes diagnosis of needs, resources and support, Effective communication
formulation of objectives, content selection, and and collaboration, Teacher empowerment and
evaluation. involvement, Strong leadership, Monitoring and
• - Research, Development, and Diffusion (RD&D) evaluation.
Model: Systematic, sequential, and comprehensive • Impact of curriculum innovation on teaching and
model involving research, development, and learning:
dissemination of innovations. • -Enhanced Learning Experiences Personalized
• - Problem-Solving Model: Focuses on addressing learning and differentiated instruction boost
identified problems. confidence and engagement.
• - Social Interaction Model: Emphasizes • -21st-Century Skills: Develops critical thinking,
communication and relationships among problem-solving, collaboration, and adaptability.
stakeholders. • -Improved Teacher Capacity: Empowers teachers
 Curriculum innovation/change
• with professional development and support.
• -Relevance to Real-World Issues: Prepares
students for future challenges and demands.
• -Deeper Understanding and Retention: Innovative
practices, especially with technology, lead to
deeper learning.
• -Proactive Behavioral Management: Equips
students with social-emotional skills for
communication and emotional regulation.
• Factors Affecting Curriculum Innovation
• - Internal factors (school culture, leadership
support, teacher collaboration, student needs)
• - External factors (government policies,
accreditation requirements, community
expectations, globalization)
• - Curriculum design factors (learning outcomes,
assessment methods, integration with technology,
flexibility)
• - Societal factors (demographic changes, socio-
economic factors, cultural diversity, environmental
concerns)