Development, Evaluation, and Application of Chemistry Threshold Learning Outcomes – A Curriculum Framework for Tertiary Chemistry in Australia

2022 ◽  
Author(s):  
Madeleine Schultz ◽  
Daniel Southam ◽  
Glennys O'Brien
Keyword(s):  
Learning Outcomes ◽  
Curriculum Framework ◽  
Development Evaluation

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

The value evolution of the curriculum in the current context of changes

2021 ◽  
pp. 27-32
Author(s):  
Violeta Braguta ◽  
◽  
Keyword(s):  
Learning Outcomes ◽  
Cognitive Skills ◽  
School Curriculum ◽  
Basic Knowledge ◽  
Pragmatic Approach ◽  
Approach To Learning ◽  
Curriculum Framework ◽  
Current Context ◽  
Key Competences ◽  
Direct Use

Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.

scholarly journals OUTCOME BASED CURRICULUM DESIGNING: A FUTURISTIC APPROACH THE CASE STUDY OF THE MAHARAJA SAYAJIRAO UNIVERSITY OF BARODA

2021 ◽  
pp. 544-555
Author(s):  
Hitesh D Raviya ◽  
Deepali Dinesh Shahdadpuri
Keyword(s):  
Learning Outcomes ◽  
Research Paper ◽  
First Year ◽  
Analytical Reasoning ◽  
Curriculum Framework ◽  
Improvement Programme ◽  
The Subject ◽  
Academic Year ◽  
Knowledge Communication

In the earlier days, syllabi were designed by some experienced teachers or experts who got specialization in particular areas in all the education institutions. The students were graded on the marks scored in the assessment in which some students might score high and some might not be. This type of previous curriculum did not ensure what students need to learn or what they are learning in their classrooms. University Grant Commission (UGC) under MHRD, Government of India, has already submitted the final draft under “Quality Improvement Programme, 2018” aim at the development of “Learning Outcomes Based Curriculum Framework (LOCF)” at UG and PG Levels. The learning outcomes are designed to help students understand the objectives of the course provided to them. It is a framework based on the expected learning outcomes (such as disciplinary knowledge, communication skills, critical thinking, problem-solving, analytical reasoning, research-related skills, etc.) that are expected to be attained by the students at the completion of their graduation. In this research paper, the researcher attempts to elaborate about Curriculum designing based on the approaches provided by J.C. Richards and Learning-Outcomes based Curriculum Framework. This research paper also has taken into consideration the analysis of curriculum development for the subject offered by Department of English in Faculty of Commerce at first year undergraduate courses (UG Level) from the academic year 1979-80 till 2019-20.

scholarly journals Perencanaan Media Pembelajaran Sambungan dan Hubungan Kayu Berbasis Tik pada Mata Pelajaran Produktif Teknik Furnitur

Jurnal PenSil ◽  
2012 ◽  
Vol 1 (2) ◽  
pp. 132-140
Author(s):  
Abu Bakar Rianto ◽  
Arris Maulana ◽  
Risdian M Noor
Keyword(s):  
Learning Outcomes ◽  
Evaluation Process ◽  
Observation Data ◽  
Initial Development ◽  
Basic Competency ◽  
The Media ◽  
Innovative Work ◽  
The Subject ◽  
Development Evaluation ◽  
Two Phases

This innovative work undertaken in order to improve the quality of student learning outcomes and create new experiences for learners in learning process for the course of Furniture Construction especially for the subject of Timber Connection and Assembling. This innovative work was tested at SMK Negeri 52 Jakarta. The method of this innovative work is done based on seven stages. Those seven stages are observation (data collective), preparation of materials, information flow preparation, data compilation, initial development, evaluation and ending development. Evaluation process carried out by two phases, validation and revision. Validation phase was conducted by media expertise from the Center for Learning Resources (PSB) and for the content and instructional expertise conducted by two teachers for the course of Furniture Construction especially for the subject of Timber Connection and Assembling in SMK Negeri 52 Jakarta. From the calculation of the media expertise, we get the average of 4.5 total validations. It indicates that the media; if we viewed from the range 4.5 ≤ x ≤ 5; is accepted into the criteria of excellent value. From the calculation and validation of instructional substance expertise, we obtained the average total validation of 4.425. If we analyze from the range 3.5 ≤ x  4.5, then the value is accepted into the good criterion. Learning outcomes from students in class X TF B SMK Negeri 52 Jakarta using this method showed an increasing value by the average of 76.23 from the scale of 1-100 on the Basic Competency-8, Timber Connection and Assembling

scholarly journals Connecting Sustainable Development and Heritage Education? An Analysis of the Curriculum Reform in Flemish Public Secondary Schools

2021 ◽  
Vol 13 (4) ◽  
pp. 1857
Author(s):  
Joris Van Doorsselaere
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Curriculum Reform ◽  
Cultural Awareness ◽  
Policy Makers ◽  
Agenda 2030 ◽  
Heritage Education ◽  
Curriculum Framework ◽  
Set Up ◽  
The Way

Heritage education is understood to be multifaceted. The way it is approached and conceived in formal educational contexts can differ according to the emphasis policy makers wish to establish. In Flanders, a region within Belgium, a curriculum reform took shape over the last seven years. This paper explores the recently introduced curriculum in Flemish secondary education, in light of Agenda 2030 for Sustainable Development. The main aim is to investigate how heritage education and sustainability fit into the newly developed curriculum framework, and the way they are interlinked on a conceptual level. The qualitative research draws on a screening of policy texts, learning outcomes, and additional interviews with policy advisors. The results show that heritage education is implicitly present. Cross-curricular opportunities are built-in and can be linked to (a) cultural awareness and expression; (b) historical consciousness; (c) citizenship; and (d) intercultural communication. Sustainable development, and more specific ESD, anchored itself firmly and more explicitly into the framework as a transversal key competence as well. However, clear connections to heritage education are not set up in the learning outcomes.

scholarly journals Pengembangan Perangkat Pengajaran Mata Diklat Jaringan Komputer Dasar Berbasis Masalah

2020 ◽  
Vol 5 (5) ◽  
pp. 671
Author(s):  
Ilham Tri Maulana ◽  
Fadil Firdian
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Computer Network ◽  
Student Learning Outcomes ◽  
Learning Needs ◽  
Learning Material ◽  
Learning Tools ◽  
Analysis Techniques ◽  
Development Evaluation

<p><strong>Abstract:</strong> Research objectives for developing learning devices. Development is carried out to help students master learning material and improve student learning outcomes. Development of teaching tools using the Model IDI (Institute Development Instructional). IDI development procedures include: analysis of learning needs, development, evaluation. Data analysis techniques using descriptive data analysis techniques to describe the validity, practicality, and effectiveness. The results of the study were an increase in student learning outcomes as well as valid, practical and effective learning tools. The conclusions of the study were an increase in the number of students who passed the basic computer network training course and recommended it for other courses.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian untuk pengembangan perangkat pembelajaran. Pengembangan dilakukan untuk membantu siswa menguasai materi pembelajaran dan menaikkan hasil belajar siswa. Pengembangan perangkat pengajaran menggunakan Model IDI (<em>Institute Development Instructional</em>). Prosedur pengembangan IDI, meliputi analisis kebutuhan pembelajaran<em>, </em>pengembangan<em>, </em>evaluasi. Teknik analisis data menggunakan teknik analisis data deskriptif dengan mendeskripsikan<strong> </strong>validitas, praktikalitas, dan efektivitas. Hasil penelitian adanya peningkatan hasil belajar siswa serta perangkat pembelajaran yang valid, praktis, dan efektif. Simpulan dari penelitian terjadinya peningkatan jumlah siswa yang lulus mata diklat jaringan komputer dasar dan direkomendasikan untuk mata diklat lain.

scholarly journals THE DEVELOPMENT OF INDONESIAN NATIONAL QUALIFICATIONS FRAMEWORK (INQF) - BASED ELECTRICAL AND ELECTRONIC SUBJECT AT VOCATIONAL HIGH SCHOOL KAL-1 SURABAYA

2019 ◽  
Vol 7 (3) ◽  
pp. 315-322
Author(s):  
Karno Setyo Budi ◽  
Supari Muslim
Keyword(s):  
High School ◽  
Instructional Design ◽  
Learning Outcomes ◽  
National Curriculum ◽  
Development Stage ◽  
Average Score ◽  
Vocational High School ◽  
Curriculum Framework ◽  
The Republic

Purpose of Study: Ineffective implementation of curriculum 2013 and low quality of vocational school graduates underlay the present study. The Presidential Regulation of the Republic of Indonesian number 8 year 2012 stipulates that the implementation of Indonesian National Curriculum Framework-based on curriculum 2013 will improve the quality of vocational high school graduates at level 2 and their learning outcomes, including cognitive, affective, and psychomotor domains. The development of the Indonesian National Curriculum framework-based curriculum 2013 was an activity in generating an educational curriculum at an institutional level which aligns the needs of business and industry. The design of this study was the 4-D models of Thiagarajan, namely 1) the definition; 2) design; 3) development; and 4) deployment, but this was only conducted up to the development stage. Methodology: Regarding the background, the research questions were formulated as follows: (1) how is the validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic subject?; (2) how is the students’ response to the instructional design of the Basic Electrical and Electronic Subject?; and (3) how are the results of students’ learning outcomes of Basic Electrical and Electronic Subject?. Results: This study aimed to find out: (1) the level of validity, practicality, and effectiveness of the instructional design of the Basic Electrical and Electronic Subject; (2) the students’ response of the instructional design of the Basic Electrical and Electronic Subject; and (3) the students’ learning outcomes of the Basic Electrical and Electronic Subject. Implications/Applications: The conclusion of this research is: 1) the average score on the validity of the instructional design was 3.722 (very high), the average  score on its feasibility was 3.72 (very practical), while the average score of its effectiveness was 71.87 (effective); 2) the students’ responses to the instructional design were 92%, which was satisfactory; and 3) the average score of the students’ learning results was 85, over the minimum score determined, with the learning mastery of 100%.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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