Select a few goals per course rather than all-inclusive goal statements when designing facilities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends that school systems judiciously select some, not all, of the seven goals for each course in the science sequence, because designing for specific methods facilitates appropriate activities with minimum preparation and including spaces for all alternatives is extravagant. The author states: "It would seem that the use of all-inclusive statements of goals is impractical and may not form a justifiable foundation for school design." Selective goal adoption makes facilities more suggestive of activity and enables purposeful supervision of instruction.

Design Implications¶

Context¶

Requirements¶

• The school system must deliberate over goal selection locally rather than defaulting to vague specifications

Constraints¶

• Teaching for all seven goals in any one year is impractical and inefficient

Target Learners¶

• students in grades nine through twelve

Target Learning Objectives¶

• alignment of science facilities with selected instructional goals

Claims¶

• Seven Science Education Goals Taxonomy [+M]

Related Strategies¶

• Draft flexible educational specifications stating activities and needs rather than fixed dimensions

Related Principles¶

Examples¶

-

Key Sources¶

• Engelhardt, David Frederic. (1966). Space Requirements for Science Instruction Grades 9-12. Harvard Univ., Cambridge, Mass. Graduate School of Education. https://eric.ed.gov/?id=ED022353