curriculum-research

Automatically activate when the user:

• Starts curriculum development for a new topic
• Asks "research [topic] for [grade level]"
• Needs educational standards alignment (Common Core, NGSS, etc.)
• Requests prerequisite skill analysis
• Says "what learning theory should I use for [topic]"
• Needs interdisciplinary connections identified

• Topic: Subject matter to research (e.g., "photosynthesis", "quadratic equations", "Renaissance history")
• Educational Level: K-5, 6-8, 9-12, undergraduate, graduate, or post-graduate
• Standards Framework (optional): Specific standards to align with (e.g., "Common Core Math", "NGSS", "AP Biology")

1. Gather Topic and Level

```bash

# User provides topic and level

Topic: [user specified]

Level: [K-5 | 6-8 | 9-12 | undergraduate | graduate | post-graduate]

Standards: [optional: Common Core, NGSS, state standards, discipline framework]

```

2. Conduct Subject Matter Research

Use WebSearch to gather:

• Core Concepts: Foundational ideas, terminology, definitions
• Scope & Boundaries: What's included/excluded at this level
• Common Misconceptions: Student difficulties, conceptual barriers
• Real-World Applications: Relevance, career connections, authentic contexts
• Interdisciplinary Connections: Links to other subjects

3. Align to Educational Standards

Use WebSearch to identify:

• Relevant Standards: Specific standards codes and descriptions

- K-12: Common Core (Math/ELA), NGSS (Science), state standards, C3 Framework (Social Studies)

- Undergraduate: Discipline-specific accreditation standards (ABET, APA, etc.)

- Graduate: Professional competency frameworks, research methodologies

• Performance Expectations: What students should know and be able to do
• Cognitive Levels: Bloom's taxonomy levels expected at this grade/level
• Assessment Boundaries: What's assessable vs. out of scope

4. Map Prerequisites

Analyze and document:

• Required Prior Knowledge: Concepts students must already understand
• Skill Dependencies: Procedural skills needed before this topic
• Cognitive Readiness: Developmental appropriateness
• Prerequisite Sequence: Order in which foundational topics should be taught
• Gap Identification: Common missing prerequisites to address

5. Recommend Learning Theories & Approaches

Based on topic and level, recommend:

• Primary Learning Theory: Constructivism, cognitivism, connectivism, behaviorism, etc.
• Instructional Approaches: Direct instruction, inquiry-based, problem-based, project-based, etc.
• Pedagogical Strategies: Scaffolding, modeling, think-alouds, collaborative learning, etc.
• Engagement Tactics: Hooks, real-world connections, student choice, authentic tasks
• Assessment Philosophy: Formative vs summative emphasis, authentic assessment, mastery-based, etc.

6. Generate Research Report

Create a structured document with:

```markdown

# Curriculum Research Report: [TOPIC]

Educational Level: [Level]

Standards Framework: [Framework(s)]

Research Date: [Date]

[2-3 paragraph overview of topic scope, key concepts, and pedagogical recommendations]

Foundational Ideas

• [Concept 1]: [Definition and importance]
• [Concept 2]: [Definition and importance]
• [Concept 3]: [Definition and importance]

Topic Boundaries

Included: [What this curriculum will cover]

Excluded: [What's out of scope or saved for later]

Common Misconceptions

1. [Misconception 1]: [Why students think this and how to address]
2. [Misconception 2]: [Why students think this and how to address]

Relevant Standards

[Standard Code]: [Full standard description]

• Performance Expectation: [What students will demonstrate]
• Cognitive Level: [Bloom's level]
• Assessment Boundary: [What to assess/what not to assess]

[Repeat for each relevant standard]

Cross-Curricular Connections

• [Subject Area]: [How this topic connects]
• [Subject Area]: [How this topic connects]

Required Prior Knowledge

| Prerequisite | Description | Typical Grade Taught | Why Needed |

|--------------|-------------|---------------------|------------|

| [Concept/Skill] | [What it is] | [Grade level] | [Connection to current topic] |

Recommended Prerequisite Sequence

1. [First prerequisite topic]
2. [Second prerequisite topic]
3. [Third prerequisite topic]

→ Then ready for [Current topic]

Common Gaps & Remediation

• Gap: [Missing knowledge students often have]

- Remediation: [How to address in current curriculum]

Recommended Learning Theory

[Theory Name] (e.g., Constructivism, Cognitivism)

Rationale: [Why this theory fits the topic and level]

Implications for Instruction:

• [How this theory shapes teaching approach]
• [Specific strategies that align with this theory]

Instructional Approach

Primary Approach: [e.g., Inquiry-based learning, Direct instruction, Project-based learning]

Supporting Strategies:

• [Strategy 1]: [How to implement]
• [Strategy 2]: [How to implement]
• [Strategy 3]: [How to implement]

Engagement Considerations

• Hook Ideas: [Compelling ways to introduce topic]
• Real-World Connections: [Authentic applications]
• Student Choice Opportunities: [Where students can make decisions]
• Differentiation Needs: [How to support diverse learners]

Assessment Philosophy

• Formative Assessment: [Recommended frequency and types]
• Summative Assessment: [Recommended culminating assessments]
• Authentic Assessment: [Real-world performance tasks]

• [Application 1]: [Description and relevance]
• [Application 2]: [Description and relevance]
• [Application 3]: [Description and relevance]

• [Resource type]: [Specific recommendations]
• [Resource type]: [Specific recommendations]

1. Use /curriculum.design to create learning objectives based on this research
2. Identify assessment types in /curriculum.assess-design
3. Develop instructional content with /curriculum.develop-content

---

Artifact Metadata (for traceability):

• Artifact Type: Research Report
• Topic: [Topic]
• Level: [Level]
• Standards: [Frameworks used]
• Next Phase: Design (Learning Objectives)

```

7. Output Format

Support both human-readable and machine-readable formats:

Human-Readable (default):

• Formatted markdown as shown above
• Write to file: curriculum-artifacts/[topic]-research.md

JSON Format (use --format json):

```json

{

"artifact_type": "research_report",

"topic": "string",

"level": "string",

"standards": ["array of standard codes"],

"core_concepts": [

{"name": "string", "description": "string"}

],

"prerequisites": [

{"concept": "string", "grade": "string", "rationale": "string"}

],

"learning_theory": "string",

"instructional_approach": "string",

"real_world_applications": ["array of strings"],

"next_steps": ["array of skill calls"]

}

```

8. CLI Interface

```bash

# Basic usage

/curriculum.research "photosynthesis" --level "6-8" --standards "NGSS"

# With output format

/curriculum.research "quadratic equations" --level "9-12" --standards "Common Core Math" --format json

# Graduate level (discipline-specific)

/curriculum.research "neural networks" --level "graduate" --standards "ACM Computing Curricula"

# Help

/curriculum.research --help

```

K-5

• Focus on concrete, observable phenomena
• Emphasize hands-on exploration
• Use age-appropriate vocabulary
• Prioritize foundational skills
• Heavy scaffolding needs

6-8

• Bridge concrete to abstract thinking
• Introduce symbolic representations
• Build on elementary foundations
• Support identity formation (relevance crucial)
• Moderate scaffolding

9-12

• Abstract reasoning expected
• Discipline-specific thinking
• College/career preparation focus
• Greater cognitive complexity
• Reduced scaffolding

Undergraduate

• Disciplinary frameworks & epistemology
• Research introduction
• Professional practice preparation
• High cognitive demand (Analyze, Evaluate, Create)

Graduate

• Original research & scholarship
• Cutting-edge knowledge
• Thought leadership development
• Expertise-level performance

Post-Graduate

• Specialization & innovation
• Field contributions
• Advanced professional practice
• Research dissemination

This skill outputs research artifacts that feed into:

• /curriculum.design - Uses research to inform learning objectives
• /curriculum.assess-design - Uses standards for assessment alignment
• /curriculum.develop-content - Uses concepts, misconceptions, and pedagogical recommendations

• No search results: Broaden search, try related terms, inform user if topic is too obscure
• Standards not found: Suggest closest framework, document assumption
• Level mismatch: Warn if topic typically taught at different level, provide guidance
• Ambiguous topic: Ask user for clarification on scope

User: "Research photosynthesis for grade 5"

Output: Complete research report with:

• Core concepts (light energy, chloroplasts, glucose production, oxygen release)
• NGSS standards (5-PS3-1, 5-LS1-1, 5-LS2-1)
• Prerequisites (plant structure, energy basics, cycles in nature)
• Recommended approach (Inquiry-based with hands-on investigation)
• Common misconceptions (plants eat soil, only leaves do photosynthesis)
• Real-world connections (food production, climate, oxygen generation)

File saved to: curriculum-artifacts/photosynthesis-grade5-research.md

• 0: Success - Research report generated
• 1: Invalid educational level specified
• 2: Topic too vague - needs clarification
• 3: Standards framework not found
• 4: WebSearch unavailable - cannot complete research