Journal articles: 'Science curriculum'

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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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Magrass, Yale. "Computer science curriculum." ACM SIGCSE Bulletin 17, no. 4 (December 1985): 59–64. http://dx.doi.org/10.1145/989369.989378.

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Ingold, Terence. "Science (National Curriculum)." Mycologist 3, no. 3 (July 1989): 137. http://dx.doi.org/10.1016/s0269-915x(89)80054-0.

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

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Subadi, Tjipto, Kuswaji Dwi Priyono, Dahroni Dahroni, and M. Musyiyam. "IMPLEMENTASI PEMBELAJARAN IPS BERBASIS KURIKULUM 2013 MELALUI LESSON STUDY DI SEKOLAH MUHAMMADIYAH KARTASURA." Warta LPM 18, no. 1 (March 1, 2015): 62–75. http://dx.doi.org/10.23917/warta.v18i1.1168.

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The purpose of this community service, assess and understand; 1) learning implementation strategy IPS (Social Sciences) Curriculum 2013 based on lesson study in the School of Muhammadiyah Kartasura. 2) Rationalization and elements of curriculum change in 2013. 3) The process of learning and assessment processes appropriate to the curriculum in 2013. The method used; workshops and training. The Place; SMK Muhammadiyah Kartasura. Execution time; odd semester 2014/2015. Subject: Elementary School teachers, Junior High School, High School and Vocational High School Muhammadiyah Kartasura. The results achieved; 1) learning implementation strategy IPS (Social Sciences) curriculum-based lesson study 203 through three stages, namely; plan (planning), do (action and observation), see (reflection). 2) Rationalization and elements of curriculum change in 2013 stressed on; a) The scientific approach is based approach to encourage student creativity; b)Integrity of the competence of knowledge, skills, and attitudes; c) Integrity of the curricular, co-curricular and extra-curricular activities. 3) The learning process is emphasized in the curriculum in 2013; (A) Integrated Thematic for elementary school level, (b) Approach Science (Natural Sciences) and IPS (Social Sciences) of partitive aggregative be integrated melt (liquid integrative), (c) religious and moral education, (d) learning objects; natural phenomena, social, and cultural arts. While the emphasisin the assessment process; assessment student achievement by using descriptive qualitative and quantitative numerical. Learning implementation strategy IPS (Social Sciences) 203 curriculum-based lesson study using a modified model of lesson study, achievement indicators for a significant increase from the prior worhshop and trainingafter the workshop, namely; 30%: 80% (pre-test: post-test).

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Souza, Patrícia de, and Geraldo Wellington Rocha Fernandes. "Science Teaching in the Base Nacional Comum Curricular and in the Currículo Referência de Minas Gerais: analysis from the perceptions of in-service and pre-service teachers." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 5, 2022): 1–23. http://dx.doi.org/10.26843/rencima.v13n6a28.

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This work aims to understand how the implementation process of the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais (CRMG) of Natural Sciences (NC) of Elementary School II (ES II) occurred in the schools of the Regional Education Superintendence (RES) of Diamantina (MG) — RES/Diamantina. Science teachers from ES and students of the Degree in Biological Sciences at the Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) participated in the research. Discursive Textual Analysis was the methodology used to analyze four pre-established categories: 1) Scope of the curriculum; 2) Implementation of BNCC and CRMG; 3) Influence of BNCC and CRMG on Science Teaching, and 4) Characterization of the curriculum by the science teachers’ teaching practice courses. The results indicate that the guidelines established by the BNCC and CRMG for the NC of ES II are a traditional curriculum and distant from an educational project aiming at a critical and emancipatory scientific education.

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Aprison, Wedra, and Juanaidi Junaidi. "The Integration Of Religious Values Into Sciences-Related Topic Toward Postmodernism Of Science In Islam." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5885–96. http://dx.doi.org/10.35445/alishlah.v14i4.2058.

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For a long time, Islam has a dichotomy tradition of science and religion. As a result of the Dutch colonialism, dual education and curriculum systems were born in Indonesia, namely the education system of the ministry of national education which was often considered as a secular curriculum and the education system of the ministry of religion which considered less in science aspect. The democratization era provides opportunity to synthesize them with the advent of Integrated Schools of Islam as an alternative. This research aims to find out how the integration of Islam values into science. The qualitative method is used as research methodology. The data were collected through observation, in-depth interview, and documentation. The result of the research reveals that the school not only teaches the science, but also the fact behind the fact. They integrate science and spiritual values of Islam. The integration is done by synthesizing two curriculums into one curriculum of Integrated Elementary School of Islam. It is a great effort towards the synthesis of postmodernism of science in Islam.

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Ural Keleş, Pınar. "Opinions of Fifth Grade Science Teachers about the 2017 Science Curriculum." Journal of Qualitative Research in Education 6, no. 3 (November 27, 2018): 1–22. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s6m.

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Bakaç, Ebru. "Comparison of 2005 science and technology curriculum, 2013 and 2018 science course curriculums." Journal of Human Sciences 16, no. 3 (September 5, 2019): 857–70. http://dx.doi.org/10.14687/jhs.v16i3.5386.

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The aim of this research is to compare 2005 Science and Technology curriculum, 2013 and 2018 Science curriculums. For this purpose, the curriculum obtained from the site of the Board of Education were examined using qualitative research methods which document analysis in details. Curriculums were compared by taking into account the objectives, gains, content, teaching-learning and measurement-evaluation process. The data were analyzed using the content analysis method. At the end of the research, it was determined that students should be educated as science literate individuals in all curriculums. On the axis of this aim, it was observed that the general objectives for the training of individuals who can use the scientific method, who can look at the world from a scientist's point of view and who can use the scientific process skills effectively. In addition, it was determined that gains was created on the axis of these purposes a spiral program design concept, that there is a continuous decrease in the number of gains and that there is not much change in the content, teaching-learning process and measurement-evaluation dimensions of the curriculums. The following suggestions was made for the experts of curriculum developments and researchers in the light of these results: It seems important that evaluation of the curriculums by conducting quantitative research in accordance with the opinions of the stakeholders, rewrite of the gains in the curricula in details, renewal of the content on the axis of current scientific data, the curriculums include sample activities and measurement-evaluation applications and to renew the curriculum in line with the suggestions from the curriculum development specialists, teachers and other stakeholders. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı 2005 Fen ve Teknoloji dersi öğretim programı, 2013 ve 2018 fen bilimleri dersi öğretim programlarının karşılaştırılarak incelenmesidir. Bu amaçla Talim Terbiye Kurulu Başkanlığı’nın sitesinden elde edilen öğretim programları nitel araştırma yöntemlerinden doküman analizi kullanılarak ayrıntılı bir şekilde incelenmiştir. Öğretim programları amaçlar, kazanımlar, konu alanı (içerik), öğretme-öğrenme süreçleri ve ölçme-değerlendirme basamakları dikkate alınarak karşılaştırılmıştır. Veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonunda bütün öğretim programlarında öğrencilerin fen okur-yazarı bireyler olarak yetiştirilmesinin amaçlandığı saptanmıştır. Bu amaç ekseninde bilimsel yöntemi kullanabilen, dünyaya bir bilim adamının bakış açısıyla bakabilen, bilimsel süreç becerilerini etkili bir şekilde kullanabilen bireylerin yetiştirilmesine yönelik genel amaçlar belirlenmiştir. Ayrıca bu amaçlara yönelik olarak sarmal bir program tasarımı anlayışı ekseninde kazanımlar oluşturulduğu, kazanım sayısında sürekli bir azalma olduğu, programların içerik, öğretme-öğrenme süreçleri ve ölçme- değerlendirme boyutlarında çok fazla bir değişiklik yapılmadığı saptanmıştır. Bu sonuçlar ışığında program geliştirme uzmanlarına ve araştırmacılara yönelik olarak şu önerilerde bulunulmuştur: öğretim programlarının paydaşların görüşleri doğrultusunda nicel araştırmalar yapılarak değerlendirilmesi, öğretim programlarında yer alan kazanımların ayrıntılı bir şekilde yazılması, içeriğin güncel bilimsel veriler ekseninde yenilenmesi, öğretim programlarında örnek etkinlikler ve ölçme-değerlendirme uygulamalarına yer verilmesi, öğretim programlarının program geliştirme uzmanları, öğretmenler ve diğer paydaşlardan gelen öneriler doğrultusunda yenilenmesi önemli görülmektedir.

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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Cagurin, Giovanni B., Merlyn G. Gonzales, Prosibeth G. Bacarrisas, Faith M. Guimary, Arturo G. Gracia Jr., and Angelo Mark P. Walag. "A Project Monitoring Study on the Improvement of Elementary Science Teacher's Science Teaching Efficacy through a Flexible Online Training Course." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 15, no. 3 (April 28, 2023): 1–15. http://dx.doi.org/10.29173/cjfy29904.

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The curricular revamp in the Philippine's Basic Education aimed to improve the learning outcomes of Filipino Students. In science education, this revision in the curriculum posed a mismatch in the past teacher preparation and current basic education science education curriculum. As a response, a flexible training program was conducted to address this curriculum gap. This study investigated the improvement of science teaching efficacy utilizing rapid project monitoring through a pre-experimental research design. Standardized adopted questionnaires were utilized before and after the training program. At the end of the training program, teachers were found to have improved in all aspects of science teaching efficacy except in the personal science teaching efficacy, which indicates success in achieving the training objectives. In addition, all targeted concepts for science teaching efficacy were improved after the training. The results of this present work support the notion that professional development programs are potential ways to address curricular gaps in teacher and curriculum mismatch. It is recommended that further studies be conducted to examine science teachers' experiences during the training program to understand how it contributes to the development of their science teaching efficacy.

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Brake, Mark, and Martin Griffiths. "Science, Fiction and Curriculum Innovation." Symposium - International Astronomical Union 213 (2004): 572–77. http://dx.doi.org/10.1017/s0074180900193933.

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The academic world is now becoming so specialized that the advantages of a cross disciplinary education are being lost in the tidal wave of scholarship concentrating upon narrow subject fields whilst displacing the values of connected disciplines from the sciences and humanities. The almost rigorous segregation of science and the arts at degree level is being felt not only within academia, but within society. The more a subject is concentrated, the less profound and applicable it appears to the public who should ultimately be the beneficiaries of such knowledge. In order to achieve a form of parity through which our modern world can be examined, the University of Glamorgan has introduced an innovative degree course aimed at developing a multidisciplinary knowledge of science and the arts via an exploration of the science, history, philosophy, religious, artistic, literary, cultural and social endeavours of the fields of astronomy and fantastic literature.

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Estrera, Edwin B. "A Perception-Based Curricular Review on the K to 12 HUMSS Strand Curriculum." IAFOR Journal of Education 8, no. 4 (November 27, 2020): 25–44. http://dx.doi.org/10.22492/ije.8.4.02.

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This study examines the perception of Humanities and Social Science teachers among public Senior High Schools in the Department of Education’s Humanities and Social Sciences strand in the Philippines. It uses Erden’s element-based model of evaluation by considering the alignment to the goals of the Humanities and Social Sciences disciplines, the purpose, and core courses of the program, and the teaching-learning process. It also uses Tyler’s Rationale as frameworks in assessing the curriculum. Likewise, the study examines the problems and difficulties in curricular implementation. Upon administering a survey to 25 Humanities and Social Science teachers among four public senior high schools, data revealed that the respondents perceived the curriculum goals, and the purpose of the program as highly observed, while the core courses of the program and teaching-learning process were satisfactorily observed in the curriculum. Also, sex and age were not factors in their level of assessment of Humanities and Social Science goals. The problems and difficulties encountered by teachers included unbalanced time allocation of learning competencies, lack of available learning materials, and lack of specialized teachers. Based on the findings, it is suggested that the government provide stronger teacher support programs to address the gap in curriculum implementation. The K to 12 program also needs a full review, as the study only provides a presurvey to more significant institutional issues. While the Humanities and Social Science curriculum appears aligned with the goals of their disciplines, and to the country’s educational goals, its realization still depends upon the teachers’ implementation in the classroom level.

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Lee, Huei, and Chia-Ling Chiang. "Sense of Place and Science Achievement in the Place-Based Science Curriculum." International Journal of Information and Education Technology 6, no. 9 (2016): 700–704. http://dx.doi.org/10.7763/ijiet.2016.v6.777.

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Zaldy Jose M. Lazara, Jr. and Marie Paz E. Morales. "Exploring Teachers’ Beliefs and Science Curricular Alignment: Cases of Senior High School Philippine STEM Teachers." Journal of Educational and Human Resource Development (JEHRD) 6 (December 28, 2018): 120–32. http://dx.doi.org/10.61569/3hfx9r30.

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This study determined the efficacy beliefs of completely enumerated STEM (Science, Technology, Engineering and Mathematics) teachers in a government-owned school in Rizal Province, Philippines and their role in the alignment of the intended, enacted and received Grade 11 science curriculum during the AY 2017-2018. Descriptive case study (qualitative research design) utilizing both qualitative and quantitative strategies, thoroughly examined the STEM curriculum and the teacher participants’ teaching efficacy beliefs. Proper alignment of the intended and teacher efficacy beliefs-influenced enacted curriculum confirmed from the class interaction and students’ engagement, resulted to a high passing rate of students in their final examination and a high percentage of students who obtained passing grades (received curriculum). These high level of efficacy beliefs helped the teacher cases come up with a better enacted curriculum consistent with the intended curriculum, which stimulated the received curriculum. These results may inform STEM teacher-trainings and in-service programs curricular assessment and evaluation as well, for improved implementation of the curricular reform. Furthermore, identification of congruence and gaps within the intended, enacted and received curriculum can be done to analyze the current status of the curriculum. Significantly, results may improve enacting the new curriculum (K to 12) that may better highlight the spiral progression of content standards and learning competencies for each grade level and emphasize connections and inter-relations in STEM to better prepare our Generation Z learners for the new industrial era.

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Pujol, T. J., C. L. Elder, J. T. Barnes, and J. D. Wagganer. "EXERCISE SCIENCE CURRICULUM SURVEY." Medicine & Science in Sports & Exercise 34, no. 5 (May 2002): S256. http://dx.doi.org/10.1097/00005768-200205001-01431.

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Benson, Garth D. "Epistemology and science curriculum." Journal of Curriculum Studies 21, no. 4 (July 1989): 329–44. http://dx.doi.org/10.1080/0022027890210403.

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Carden, Nigel. "Planning National Curriculum Science." British Journal of Special Education 18, no. 3 (September 1991): 93–95. http://dx.doi.org/10.1111/bjsp.1991.18.3.93.

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Zimdahl, Robert L. "The Weed Science Curriculum." Weed Technology 1, no. 2 (April 1987): 173–76. http://dx.doi.org/10.1017/s0890037x00029420.

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A survey showed weed scientists agree that basic agronomy, crop production and plant-oriented courses are essential in weed science education. Although there was no consensus on the structure of a core curriculum or even on whether one was needed, they agreed that curricula must be constructed to fit student interests, goals, and abilities.

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McDonald, Merry, and Gary McDonald. "Computer science curriculum assessment." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 194–97. http://dx.doi.org/10.1145/384266.299751.

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Shymansky, James A., and William C. Kyle. "Overview: Science curriculum reform." Journal of Research in Science Teaching 29, no. 8 (July 5, 2007): 745–47. http://dx.doi.org/10.1002/tea.3660290802.

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Mnguni, Lindelani. "The Integration of Different Curriculum Ideologies in a School Science Subject." Education Sciences 11, no. 9 (September 16, 2021): 551. http://dx.doi.org/10.3390/educsci11090551.

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School science subjects may be informed by curriculum ideologies such as discipline-centered, service-centered, student-centered, or citizen-centered ideologies. The distinct characteristics of each ideology complicate the extent to which science subjects could integrate different curriculum ideologies. Consequently, the present research explored how different curriculum ideologies are reflected in a school science subject. Natural Sciences was used as a case study that followed a mixed-methods approach. Inductive content analysis was performed on the curriculum document to determine its foregrounding curriculum ideologies using a validated open-ended instrument. Findings indicate that Natural Sciences integrates four curriculum ideologies concurrently. These are the student-centered ideology, service-centered ideology, discipline-centered ideology, and citizenship-centered ideology. However, while attempting to adopt multi-curriculum ideologies, the subject could not ensure equal representation of these ideologies. For example, citizenship-centered ideology received the least representation even though it is the ideology most related to the imperatives of social empowerment. It is concluded that the integration of different ideologies may lead to teaching difficulties where teachers find it challenging to adapt teaching methods that satisfy all four curriculum ideologies. Additionally, students in different schools may be taught according to different curriculum ideology principles, leading to inconsistencies in attained learning outcomes.

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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (May 31, 2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren

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Sun, Haichun, and Tan Zhang. "Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis." Kinesiology Review 7, no. 3 (August 1, 2018): 251–58. http://dx.doi.org/10.1123/kr.2018-0019.

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In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.

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Mnguni, Lindelani. "EXPLORING THE STUDENT AND SOCIAL ACCOUNTABILITY OF THE LIFE SCIENCES CURRICULUM: A CASE OF HIV/AIDS." Problems of Education in the 21st Century 77, no. 3 (June 18, 2019): 410–23. http://dx.doi.org/10.33225/pec/19.77.410.

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Science is generally expected to respond to students and societal needs by adopting student and social accountability principles. Therefore, school science curricula are revised regularly to address emerging socio-economic, political, and scientific issues. Similarly, the National Curriculum and Assessment Policy Statement of South Africa was introduced to foster a student and social accountable education that adopts relevant curriculum ideologies. Partly, it attempts to equip students with relevant skills and knowledge related to emerging societal challenges such as HIV/AIDS. The aim of the present research, therefore, was to determine the extent to which the curriculum is student and social accountable concerning HIV/AIDS. The current research explored the extent to which HIV/AIDS knowledge was presented in the CAPS Life Sciences curriculum and selected textbooks, and how curriculum ideologies informed this presentation of HIV/AIDS knowledge. Data were collected from the Life Sciences CAPS document and selected textbooks. Results revealed several HIV/AIDS-related topics, which were taught in Life Sciences. While the literature suggests that the citizenship-centered ideology is most relevant for student and social accountability, the present study found that the Life Sciences curriculum adopted a predominantly discipline-centered ideology. It is concluded that Life Sciences may not provide students with HIV/AIDS-related skills and knowledge required in a student and socially accountable curriculum. Keywords: curriculum ideologies, HIV/AIDS education, life sciences, school science curriculum.

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Georgy, Ursula. "Curricula development in library science: A nation-wide core curriculum?" Education for Information 28, no. 2-4 (December 16, 2011): 203–13. http://dx.doi.org/10.3233/efi-2010-0902.

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Turturică, Ondina Oana. "6. Design – Synthesis Phenomenon: Art, Science and Technology." Review of Artistic Education 26, no. 1 (March 1, 2023): 186–89. http://dx.doi.org/10.2478/rae-2023-0026.

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Abstract This article discusses the issue of curricular adaptation of subject content for students attending courses in Clothing Design and Visual and Decorative Arts in which the content of the national curriculum components is correlated with the student’s real possibilities to prioritize and compare their individual vocational performance and accumulated acquisitions during the development of design projects, following the individualized and differentiated curriculum in Clothing Design courses through algorithmic teaching strategies or heuristic strategies that require creativity in order to achieve global or sequential learning tasks.

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Mpungose, Cedric Bheki. "Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context." International Journal of Higher Education 10, no. 2 (November 26, 2020): 116. http://dx.doi.org/10.5430/ijhe.v10n2p116.

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Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

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Chae, Yoo Mi, Young Mee Lee, and Sun Hee Shim. "Strategies for Structuring Health Systems Science Curriculum in the Korean Medical Education: A Study Based on an Analysis of the Domestic Status of Health Systems Science Education and Case Studies of US Medical Schools." Korean Medical Education Review 25, no. 3 (October 31, 2023): 198–211. http://dx.doi.org/10.17496/kmer.23.022.

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Health systems science (HSS) is recognized as the third pillar of medical education. alongside basic and clinical sciences. Today’s physicians must also be systems thinkers who are able to discern how social, economic, environmental, and technological forces influence clinical decision-making. This study aimed to propose strategies for structuring an HSS curriculum that is tailored to the Korean healthcare and medical education context. First, the authors of this study conducted a survey to identify the present curricular contents of HSS related education at Korean medical schools. Second, a needs assessment was performed to determine the necessity of HSS competencies, as well as the prerequisites for the seamless integration of HSS into the existing curriculum. Third, literature reviews on HSS education at 14 US medical schools and expert consultations was conducted. We would like to propose a set of strategic approaches, classified into two levels: comprehensive and partial restructuring of the current medical curriculum to incorporate HSS. The partial restructuring approach entails a gradual, incremental incorporation of HSS content, while maintaining the current curricular structure. In contrast, a complete overhaul of the curriculum may be ideal to build HSS as the third pillar of medical education, but its feasibility remains relatively limited. The partial reorganization approach, however, has the advantage of being highly feasible. Collaborative efforts between professors and students are imperative to collectively devise effective methods for the seamless integration of HSS into the existing curriculum.

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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz, and Rahma Rahma. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (December 31, 2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.

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Smith, Walter. "Understanding students’ global interdependence in science instruction." Journal of Global Education and Research 5, no. 2 (December 2021): 151–64. http://dx.doi.org/10.5038/2577-509x.5.2.1108.

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Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

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Hamdan, Amani. "RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 17, no. 1 (July 15, 2020): 24–43. http://dx.doi.org/10.48127/gu-nse/20.17.24.

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This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.

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Handayani, Rif'ati Dina, Insih Wilujeng, and Zuhdan Kun Prasetyo. "Elaborating Indigenous Science in the Science Curriculum." International Journal of Learner Diversity and Identities 25, no. 2 (2018): 21–34. http://dx.doi.org/10.18848/2327-0128/cgp/v25i02/21-34.

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Ladino-Martínez, Lilia M., and Yolanda I. Fonseca-Albarracín. "Propuesta curricular para la enseñanza de las ciencias naturales en el nivel básico con un enfoque físico." Orinoquia 14, no. 2 (September 1, 2010): 203–10. http://dx.doi.org/10.22579/20112629.82.

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Titulo en ingles: Proposed curriculum for natural science education at the basic level with a physical approach.RESUMEN: El presente documento muestra el marco general en el que se desarrolló el proyecto de investigación "Diseño e implementación de una propuesta curricular para la enseñanza de las ciencias naturales en el nivel básico con un enfoque físico". En éste proyecto se asume la organización del currículo, el plan de estudios de ciencias naturales y su restructuración continua como una labor investigativa permanente por parte del colectivo de profesores de los diferentes niveles de educación, en un sentido tal que permita reconocer los problemas alrededor de la enseñanza y aprendizaje de las ciencias en el contexto en particular de cada institución, formular e implementar estrategias de solución y establecer planes de seguimiento y evaluación a estos procesos en beneficio de la formación de las competencias científicas.Palabras claves: Enseñanza, ciencias naturales, currículo, investigación escolar, competencia científica.ABSTRACT: This document shows the general framework within which developed the research project "Design and imple- mentation of a curriculum for the teaching of natural sciences at the basic level with a physical approach." In this project it is assumed the organization of the curriculum, the curriculum of science and its continuing restructuring as an ongoing investigative work by the group of teachers of different levels of education, in a way such that recognize the problems around teaching and learning science in the particular context of each institution, formulate and implement solution strategies and establish plans for monitoring and evaluating these processes in benefit of the formation of scientific competences.Key Words: Teaching, natural sciences, curriculum, research school, science competition

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Pipitone, Maria Angélica Penatti, and Emerson Alves Carneiro. "Análise do Projeto Pedagógico de um Curso de Ciências Biológicas Face às Diretrizes Curriculares Nacionais." Revista de Ensino, Educação e Ciências Humanas 18, no. 3 (December 14, 2017): 285. http://dx.doi.org/10.17921/2447-8733.2017v18n3p285-292.

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O presente trabalho teve por objetivo analisar o Projeto Político Pedagógico e a matriz curricular do Curso de Ciências Biológicas de uma Universidade Estadual Paulista em relação ao que foi proposto pelas Diretrizes Curriculares Nacionais para o Curso de Ciências Biológicas (CNE/ MEC). Tal verificação permitiu discriminar os elementos comuns e os aspectos divergentes, os conteúdos supervalorizados, bem como aqueles que podem estar obscurecidos. Para uma melhor compreensão do objeto da pesquisa foram analisadas as interpretações teóricas do Projeto Pedagógico e do currículo para o Ensino Superior. A partir da análise de documentos oficiais foi elaborado um questionário auxiliar para a coleta de dados entre os professores/coordenadores de curso e estudantes com o intuito de verificar as opiniões, críticas e sugestões que pudessem auxiliar na avaliação da matriz curricular do referido curso. Os resultados sinalizaram, em linhas gerais, uma carência nas áreas das Ciências Humanas e Sociais, sobretudo nos temas: História e Filosofia da Ciência, além de componentes ligados à Ética Profissional e à Legislação Ambiental.Palavras-chave: Projeto Político Pedagógico. Ciências Biológicas. Diretrizes Curriculares Nacionais. Matriz Curricular. Ensino Superior.AbstractThis study aimed to analyze the Political Pedagogical Project and Curriculum of Biological Sciences Course from College/São Paulo University, Brazil) in relation to that proposed by the National Curriculum Guidelines for Biological Sciences Course. Such verification allowed to discriminate the common elements and divergent aspects, the overvalued content as well as those that may be obscured. For a better understanding of the research object, theoretical interpretations of the education program and curriculum for higher education were analyzed. From the analysis of official documents support, our data collection among teachers / course coordinators and students with the aim of analyzing the comments, criticisms and suggestions that could assist in the evaluation of the curriculum of this course questionnaire were prepared. The results showed, in general a lack of areas focused on History and Philosophy of Science, humanities and Social Sciences, as well as components related to professional Ethics and Environmental Law.Keywords: Project of Pedagogical Politic. Biological Sciences. National Curriculum Guidelines. Curriculum Guide. Higher Education.

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Whitty, Geoff. "Curriculum Research and Curricular Politics." British Journal of Sociology of Education 8, no. 2 (June 1987): 109–17. http://dx.doi.org/10.1080/0142569870080201.

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Alnajjar, Eiad Abdulhalim Mohammad. "The Impact of a Proposed Science Informal Curriculum on Students’ Achievement and Attitudes During the Covid-19." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 882–96. http://dx.doi.org/10.9756/int-jecse/v13i2.211131.

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This study aimed to identify the impact of a proposed science curriculum based on informal learning on the academic achievement of ninth-grade students and their attitudes towards science majors in Al-Qunfuthah Governorate during the COVID-19 pandemic, and thus answer the following questions: What activities represent informal education in science that can be included in the science curriculum? Is there a statistically significant difference in the attitudes towards scientific disciplines for ninth-grade students due to the proposed curriculum based on informal education? Is there a statistically significant difference in the educational attainment of ninth-grade students due to the proposed curriculum based on non-formal education? The researcher used the experimental method, where the study sample was randomly selected and numbered (29) students in the control group, and (29) students in the experimental group. The researcher designed the science curriculum to include activities based on informal education in science, and it was taught to students in the experimental group, while the control group will study the formal curriculum of science for the third intermediate grade. The researcher also prepared a measure of attitudes towards the sciences major, and a test to measure the students' academic achievement.

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Forbes, Cory T. "Curriculum-Dependent and Curriculum-Independent Factors in Preservice Elementary Teachers’ Adaptation of Science Curriculum Materials for Inquiry-Based Science." Journal of Science Teacher Education 24, no. 1 (February 16, 2013): 179–97. http://dx.doi.org/10.1007/s10972-011-9245-0.

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Juergensen, Rachel, and Laura Zangori. "Teaching Science to Students with Disabilities Using Socio-Scientific Issues." Journal of Science Education for Students with Disabilities 26, no. 1 (August 15, 2023): 1–21. http://dx.doi.org/10.14448/jsesd.15.0007.

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Students with disabilities experience inequitable learning opportunities in science classrooms. To create equitable learning environments, science teachers must embed supports within their curriculum units. Teachers rely on their beliefs about the capabilities of their students, their role as science teachers, and the goals of science education to adapt their curriculum units. Curricular changes occur through their pedagogical design capacity (PDC) during lesson planning and enactments, in which their beliefs inform their PDC choices. Yet there is little research regarding science teachers’ beliefs about teaching students with disabilities and how they enact their science curriculum materials in general education science classrooms. This qualitative case study focused on one secondary biology teacher who taught a socio-scientific issues (SSI) based unit in a remedial biology classroom. Teacher beliefs and PDC served as the theoretical and analytical frameworks. Data included classroom observations and stimulated recall interviews. Findings show the teacher’s beliefs about her students’ capabilities, role as their science teacher, and goals for science learning drove her PDC. She scaffolded, adapted, and improvised to support learners, while not changing the rigor of the curriculum unit. This study illustrates a vision of equitable science instruction with implications for bringing this vision to life for students with disabilities in science classrooms.

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Fokking, Arie, and Henk A. J. Mulder. "CURRICULUM DEVELOPMENT THROUGH SCIENCE SHOPS." Environmental Engineering and Management Journal 3, no. 3 (2004): 549–60. http://dx.doi.org/10.30638/eemj.2004.052.

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Diecchio, Richard Joseph. "A Modular Earth-Science Curriculum." Journal of Geoscience Education 46, no. 4 (September 1998): 337–40. http://dx.doi.org/10.5408/1089-9995-46.4.337.

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Journal articles on the topic 'Science curriculum'

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