Delphi Technique in the Development of Emerging Contents in High School Science Curriculum

Abstract

Science serves as a primary launching pad for emerging content in education. This paper examines how the Delphi technique is used in the development of emerging content in the high school science curriculum. A systematic review allowed for the search, assessment, analysis, and synthesis of related studies. The results showed that, aside from its classical form, the Delphi technique has been modified by either simplification or extension of its stages. It was further disclosed that most modified forms have deviated from the key trait of the Delphi technique of maintaining the anonymity of the involved participants, adopting a panel discussion. This deviation, however, is an answer to the weakness typically criticized for the classical form that does not account for active interaction among the participants. The recommendation for curriculum developers on how to combine the strengths of the varying Delphi techniques is offered in the study.