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Relevant bibliographies by topics / Science curriculum

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Academic literature on the topic 'Science curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 July 2024

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Journal articles on the topic "Science curriculum"

1

Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis." Journal of Science Learning 5, no. 1 (March 1, 2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.

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Şentürk, Cihad, and Mevlüt AYDOĞMUŞ. "Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017." International Journal of Modern Education Studies 1, no. 1 (December 31, 2017): 46. http://dx.doi.org/10.51383/ijonmes.2017.10.

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Change is an inevitable reality of life. The developments in the world affect the qualities expected from individuals and this reflects on the educational systems. For this reason, the high competitiveness of the countries in the international arena requires that the education systems comply with the requirements of the age. In Turkey, it is seen that the curriculum has been changed in various times since the announcement of the Republic. In 2005, a major change was done and the curriculum was prepared in line with the philosophical and structural approach as well as the the requirements of the age. These programs were updated in 2013 by reviewing the 4 + 4 + 4 education system which was designed in 2012. In 2017, the curriculum has been updated with stakeholder’s feedback in line with the problems faced by previously developed programs and practices. In this context, the aim of the study is to compare the elementary school science curriculums which were prepared based on the constructivist approach in 2005, updated in 2013 and re-revised in 2017, and to reveal their similarities and differences. In the study, the elementary school science curriculums (2005-2013-2017) were compared by investigating in terms of basic philosophy of the curriculum, the general aims of the curriculum, key competences in the curriculum, and the approaches during the teaching situations, the evaluation process, the subject areas, the achievements and the course hours. The research was carried out by document analyzing method of qualitative research methods. As a result of the study, we found out that while there was not much difference between primary school sciences curriculums in 2013 and 2017, there was a great deal of differences between the 2005 curriculum and the 2013 and 2017 curriculum especially in the number of achievements and course hours.

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Moloi, Mabel Julia, and Abraham Tlhalefang Motlhabane. "Curriculum integration of physical sciences, engineering science, technology subjects in relation to the technical sciences curriculum." South African Journal of Education 43, no. 2 (May 31, 2023): 1–10. http://dx.doi.org/10.15700/saje.v43n2a2209.

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The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the curriculum and assessment policy statements (CAPS) for technical sciences, physical sciences, electrical technology, civil technology, mechanical technology, and textbooks for engineering science was done. The findings of the study suggest that the technical science curriculum is a replica of the physical science curriculum. We recommend that the technical sciences curriculum be reviewed such that relevant scientific concepts can be used to bridge the gaps identified in the curriculum. The implications are that a new, aligned technical sciences curriculum that is relevant for technology subjects must be developed.

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Zamista, Adelia Alfama. "Learning Science in Indonesian Curriculum from Time to Time." Al-Hijr: Journal of Adulearn World 2, no. 2 (December 21, 2023): 150–60. http://dx.doi.org/10.55849/alhijr.v2i2.557.

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This article aims to analyze the science learning according to the curriculum in Indonesia. This is based on the dynamic development of the curriculum in Indonesia. The method used in this study is literature review with descriptive analysis techniques. There are two main analyzes carried out, namely: 1) knowing how science learning according to the curriculum from time to time and 2) knowing whether science learning applied to the Kurikulum Merdeka has been able to answer global challenges. The results of the study show that the Indonesian curriculum has experienced dynamic development, there have been 12 curriculum developments since Indonesia's independence until 2023. In terms of the implementation of science learning, science has become a compulsory subject since Indonesia's initial curriculum. As in the 1947 learning plan, there were already three subjects related to science, namely: natural sciences, earth sciences and life sciences. Furthermore, science learning is increasingly becoming the focus of education, for example in the 2013 curriculum which promotes a scientific approach.

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Köklükaya, Ayşe Nesibe. "THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE." Journal of Baltic Science Education 14, no. 3 (June 25, 2015): 366–78. http://dx.doi.org/10.33225/jbse/15.14.366.

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Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to “3- Idiots” movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. Key words: Pre-service science teachers’ perceptions, science, science curriculum, 3-idiots movie.

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Guarany, Ann Letícia Aragão, and Lívia de Rezende Cardoso. "Before the storm, the apparent calm: gender and sexuality in the humanities teacher education curriculums at UFS." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 6, 2021): e12312. http://dx.doi.org/10.20952/jrks2112312.

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In this paper, we analyze the place of gender and sexuality issues in the Pedagogical Course Projects (PPC) of ten teacher education courses at UFS, located at the Center for Human Sciences and Education (CECH), and in the specific National Curriculum Guidelines (DCN in portuguese) that are based on. We argue that the specific DCN in the humanities area, crossed by discourses of modern science and education, promoted investments in scenarios, neutral and normalizing regarding gender and sexuality in these curriculums. Not discussing gender sexuality relations, nor how to consider, directs the curriculums to materialize the norms prescribed for each biological sex, defining the appropriate and inconsiderable bodies in curricular concerns. The moment of production of the curriculum documents seems to be of light winds, of an apparent cultural calm, while different temporal pressures have already announced the arrival of the storms that moved from the margins.

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Kozoll, Richard, and Peter Ower. "Transitioning Between Reform-Based Curricula: A Middle School Teacher’s Construction of a Science Teaching Identity." Science Education International 34, no. 1 (March 1, 2023): 42–51. http://dx.doi.org/10.33828/sei.v34.i1.5.

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Research-based science curriculum has become a common means of supporting best practices in science teaching. In response to his middle school’s transition from one such commercially available science curriculum to another, a seventh-grade science teacher elected to make certain changes to the newly adopted curriculum in its first year of use. These curricular adaptations took place despite a district directive to pilot the curriculum without making any such changes. The purpose of this phenomenological study was to understand this teacher’s lived experience adapting the curriculum. The values that guided this teacher’s curricular decisions situated his lifeworld construction of a science teaching identity around an unremitting pedagogy that maintained his use of best practices. His identity construct further exposed certain self-understandings he held as a science teacher and understandings of his students as science learners. It was the intersection of these pedagogical values with those understandings of his students and himself that supported these curricular changes, providing the backdrop for his identity construct. Therefore, the construction of a science teaching identity, which relies on this intersection, offers deepened insight into teachers’ implementation of reform-based curriculum.

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Aldridge, Bill G. "Science Curriculum Reform." Science 250, no. 4978 (October 12, 1990): 192–93. http://dx.doi.org/10.1126/science.250.4978.192.b.

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Aldridge, Bill G. "Science Curriculum Reform." Science 250, no. 4978 (October 12, 1990): 192–93. http://dx.doi.org/10.1126/science.250.4978.192-b.

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Morales, Estela. "Library science curriculum." Librarian Career Development 3, no. 3 (September 1995): 15–19. http://dx.doi.org/10.1108/09680819510092886.

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Dissertations / Theses on the topic "Science curriculum"

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Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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Geller, Harold. "Astrobiology the integrated science curriculum." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/991461398/04.

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Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.

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Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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Walker, Peggy Skilling. "A Curriculum for Gifted Secondary Science Students." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/320.

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What curriculum can be developed which would provide enrichment for gifted secondary science students, integrate the science disciplines, and provide a format for research? The purpose of this project is to develop a curriculum which would provide enrichment for gifted secondary science students, integrate the natural science disciplines, and provide a format for student research.

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Gower, D. M. "Pathways to understanding science." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377746.

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Livingston, Tori M. "Science curriculum modifications an urban and suburban comparison /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1154090569.

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Hess, Eleanor B. "A Middle School Standards-based Science Curriculum Handbook." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/HessEB2005.pdf.

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Wong, Maria Wan-Yin. "Evaluation of a biomedical science clinical training curriculum." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/2832/.

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The thesis is concerned with quality in clinical education. It explores issues pertaining to the effectiveness of a biomedical science clinical training program through an evaluation. The aim is to gather and analyze program data for the improvement of student learning. Mixed methods including self-completion questionnaires and semi-structured interviews were used to explore students' and clinical teachers' perceptions in the domains of clinical teaching, student learning, organization of the program and personal gain. Two questionnaires were developed for data collection on two consecutive cohorts of students of the Hong Kong Polytechnic University and clinical teachers from various training hospitals. Interviews with laboratory managers were used to support quantitative data of the questionnaires. Analyses of data from the first cohort revealed some deficiencies in the program including communication of goals to students, practice opportunities, shortage of clinical teaching staff, lack of initiatives from students, and inadequate communication between academics and laboratory teaching staff in the first phase of the study. The findings were reported to both academic and clinical teachers. Measures were taken to resolve these issues such as a comprehensive pre placement briefing for the students, to encourage clinical teachers to adopt different teaching strategies to foster student learning. Post training perceptions between the two cohorts were not significantly different in the second phase of the study except a slightly higher rating in the category of practice opportunities. It appeared that the intervention had not produced large effects. However, the results with implications were presented to the university, hospitals and students for further enhancement of student learning. It is through this continuous feedback mechanism that effectiveness of the program can be sustained.

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LIVINGSTON, TORI M. "SCIENCE CURRICULUM MODIFICATIONS: AN URBAN AND SUBURBAN COMPARISON." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1154090569.

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Books on the topic "Science curriculum"

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Missoula County High School District (Mont.), ed. Science curriculum. Missoula, [Mont.]: The Schools, 1990.

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Taissa, Csáky, ed. National Curriculum science. [S.l.]: Coordination Group Publications., 2002.

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Taissa, Csáky, ed. National Curriculum science. [S.l.]: Coordination Group Publications, 2002.

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Taissa, Csáky, ed. National Curriculum science. [S.l.]: Coordination Group Publications, 2002.

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National curriculum science. Kirkby-in-Furness: Coordination Group Publications, 2000.

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Ontario-Montclair School District (Calif.), ed. Science curriculum guide. Ontario, Calif: The District, 1986.

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Wales, Curriculum Council for. National Curriculum science. Cardiff: Curriculum Council for Wales, 1988.

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Taissa, Csáky, ed. National Curriculum science. [S.l.]: Coordination Publications Group, 2002.

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Wisconsin. Dept. of Public Instruction., ed. Planning curriculum in science. Madison, Wis: Wisconsin Dept. of Public Instruction, 2002.

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Talbot, Debra. Australian curriculum: Classroom approaches : science. South Yarra, Vic: Palgrave Macmillan, 2013.

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Book chapters on the topic "Science curriculum"

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Wellington, Jerry, and Gren Ireson. "The science curriculum and science in the curriculum." In Science Learning, Science Teaching, 44–58. Fourth edition. | Abingdon, Oxon : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623429-3.

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Krogh, Suzanne L., and Pamela Morehouse. "Science." In The Early Childhood Curriculum, 204–37. Third edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429280764-10.

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Wiktorski, Tomasz, Yuri Demchenko, and Juan J. Cuadrado-Gallego. "Data Science Curriculum." In The Data Science Framework, 75–108. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51023-7_4.

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Stewart, Georgina Tuari. "Māori Science Curriculum." In Springer International Handbooks of Education, 871–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83122-6_33.

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Stewart, Georgina Tuari. "Māori Science Curriculum." In Springer International Handbooks of Education, 1–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-37743-4_33-1.

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Orpwood, Graham. "Curriculum." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_146-5.

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Orpwood, Graham. "Curriculum." In Encyclopedia of Science Education, 254–56. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_146.

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McComas, William F. "Curriculum." In The Language of Science Education, 30. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_27.

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Akpan, Ben. "Science Curriculum Development Initiatives." In Science Education, 183–98. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_14.

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Eylon, Bat-Sheva, and Avi Hofstein. "Curriculum Development." In Encyclopedia of Science Education, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_148-1.

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Conference papers on the topic "Science curriculum"

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Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

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Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.

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Markham, Stefanie A. "Expanding security awareness in introductory computer science courses." In 2009 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1940976.1940984.

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McDonald, Merry, and Gary McDonald. "Computer science curriculum assessment." In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299751.

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Hawthorne, Elizabeth K., Florence A. Appel, Carol L. Spradling, and Lisa C. Kaczmarczyk. "Computer science curriculum 2013." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445256.

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Sahami, Mehran, Steve Roach, Ernesto Cuadros-Vargas, and David Reed. "Computer science curriculum 2013." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157140.

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Holland-Minkley, Amanda, Jakob Barnard, Valerie Barr, Grant Braught, Janet Davis, David Reed, Karl Schmitt, Andrea Tartaro, and James D. Teresco. "Computer Science Curriculum Guidelines." In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3545945.3569793.

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Mackay, Sean, and Adrienne Decker. "Computer Science Curriculum Trends." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626253.3635501.

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McDaniel, Elizabeth, Brenda Roth, and Michael Miller. "Concept Mapping as a Tool for Curriculum Quality." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2898.

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Concept mapping is typically used as a classroom tool for students to construct their own learning by illustrating the relationships and linkages among complicated concepts and their component parts. This paper reports on the application of concept mapping to create curricular schematics for academic programs that must be aligned to specific competencies. The competencies are mapped and represented in a visual framework to give administrators and faculty, as well as students, a better understanding of main ideas and how key concepts are integrated. Mapped representation of curriculum can be used to validate complicated curricula content and to assess student learning.

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Kazeni, Monde, and Nosipho Mkhwanazi. "LIFE SCIENCES TEACHERS’ UNDERSTANDING, PERCEPTIONS AND ADOPTION OF INQUIRY-BASED SCIENCE EDUCATION IN SELECTED SOUTH AFRICAN HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end006.

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In recent years, Inquiry-Based Science Education (IBSE) has emerged as one of the most effective and beneficial science teaching practices for developing science concepts in learners and for motivating them in the study of science subjects. IBSE is a pedagogical practice that allows learners to develop key scientific ideas and to understand the natural world, using skills employed by scientists. Like most science school curricula around the world, the South African life sciences national curriculum (referred to as Curriculum and Assessment Policy Statement - CAPS), advocates for the adoption of IBSE. Despite the growing consensus about the cognitive and motivational benefits of IBSE, this pedagogical approach is seldom implemented by life science teachers, due to various factors. This qualitative research, involving a case study, explored the knowledge, perceptions, and adoption of IBSE by four life sciences high school teachers, conveniently selected from public schools around Johannesburg, in South Africa. Data were collected using semi-structured interviews, and the findings show that participating teachers have substantial knowledge and positive perceptions of IBSE. However, they are less inclined to adopting IBSE in their life science classrooms due to inhibiting factors. We recommend the training of life sciences teachers in effective way of abating the constraints of implementing IBSE effectively.

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Sheldon, Neil. "International data science in schools project." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20303.

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This paper explains the background to the International Data Science in Schools Project, the development of the curriculum frameworks, the conceptual approach envisaged, the use to which the frameworks can be put, and the possible ways forward for the project. The paper also discusses, principally in a UK context: the challenges of implementation, appropriate methods of teaching, learning and assessment, resource implications, and the curricular relationship between data science and statistics. Finally, the paper takes a broader view, arguing for a ‘data across the curriculum’ approach, and distinguishing levels of competence by means of the terms data literacy, data skills and data science.

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Reports on the topic "Science curriculum"

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Mitchell, Cameron. Curriculum for Beekeeping Science. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-462.

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Kenealy, M. Douglas. Update from Dairy Science Curriculum. Ames (Iowa): Iowa State University, January 2005. http://dx.doi.org/10.31274/ans_air-180814-1060.

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Kenealy, M. Douglas. Update from Dairy Science Curriculum. Ames (Iowa): Iowa State University, January 2004. http://dx.doi.org/10.31274/ans_air-180814-109.

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Kenealy, M. Douglas. Update from Dairy Science Curriculum. Ames (Iowa): Iowa State University, January 2011. http://dx.doi.org/10.31274/ans_air-180814-822.

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Moura, Joan. Hydromania: Summer Science Camp Curriculum. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/87005.

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Kenealy, M. Douglas. Update from the Dairy Science Curriculum. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-871.

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Kaufman, Sierra. Plant Science Introduction Course 6-Week Curriculum. Ames (Iowa): Iowa State University, December 2023. http://dx.doi.org/10.31274/cc-20240624-1129.

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Hull, Suzanna. An Online Animal Science Curriculum for Secondary Students. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-191.

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Walton, Caitlin. Adapting Foundations of Animal Science Curriculum to an Online Format. Ames (Iowa): Iowa State University, January 2021. http://dx.doi.org/10.31274/cc-20240624-111.

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Moura, Joan, and Rod Swerin. Hydromania II: Journey of the Oncorhynchus. Summer Science Camp Curriculum 1994. Office of Scientific and Technical Information (OSTI), January 1995. http://dx.doi.org/10.2172/93569.

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