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n this study, the Cognitive Acceleration through Science Education (CASE) curriculum is examined in relation to constructivist science lesson design. The CASE curriculum was developed in the UK for cultivating logical thinking skills in the science context. It is based on five basic theories: concrete preparation, cognitive conflict, metacognition, social construction, and bridging. We reviewed the literature on the curriculum and lesson design and examined how these are realized. Analyses of the basic theories and teachers’ guides have revealed five key dimensions of the critical constructivist learning environment ―personal relevance, uncertainty of science, critical voice, shared control, and student negotiation― in CASE lessons. Therefore, CASE not only includes elements of a constructivist lesson design but also embodies teaching learning strategies that encourage the development of high school students’ competencies and skills in science classes. Thus, as a proven example of a curriculum for cultivating competencies and skills, CASE is significant for twenty-first century skills.
Research papers (academic journals)
