摘要：This study examines the development and progressive enhancement of multi-grade level, integrated curricular frameworks for secondary science programs, with a scope and sequence spanning grades 6 through 10. These frameworks were generated through the National Science Foundation funded Iowa Scope, Sequence, and Coordination (SS&C) Project. Sixteen school districts participated in framework development referenced to the National Science Education Standards (NSES) (National Research Council, 1996) and local district expectations during 1990-1997. The "framework rubric" that developed: a) offered a consistent method to evaluate the quality of the district level frameworks over time, b) served as a reflective tool for participants and project staff, and c) provided formative evaluation of products as teams improved their frameworks in the latter stages of the project. Teacher focus and work-group discussions provided additional anecdotal evidence. Results indicated growth on two fronts: a) there was improvement in the quality of the product and alignment with the NSES among individual frameworks over time, and b) the time to develop a high quality framework was reduced from four years to one or two years. Implications for long-term teacher and curriculum enhancement are considered, based upon program strengths and successes.
