Abstract

VILLANUEVA MENESES, Rodolfo  and  GONZALEZ MELO, Hamlet Santiago. Constitutive Tensions in Curriculum Design and Implementation for Science Teaching within the Context of a Colombian School. Educación [online]. 2021, vol.45, n.1, pp.500-514. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v45i1.40620.

Practical application of educational policies in the classroom tends to unleash a gamut of diverse reactions and insights, particularly with regards to how teaching Colombia´s Natural Science curriculum is carried out. Successful implementation of the any curriculum requires transcending beyond simple criticism in order to stir thought in the student based on theoretical analysis and review by the teacher of their pedagogical experience. This study examines, on a theoretical level, certain notions associated with the Natural Sciences curriculum, its articulation with Colombian educational policies and implementation issues that arise. The article briefly summarizes the historical background of the curriculum to the present-day constraints among the teachers that must implement it. Analysis of different scenarios that examine curriculum planning and execution attempt to propose alternatives to help teachers cope with the aforementioned issues in their daily practice.

Keywords : Teaching; Learning; Curriculum; Natural Sciences.

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