Suitability Analysis of the 2015 Korean National Curriculum Revision Rationale Applied to Subjects: Exploring through the Ontario Language and Science Curriculum Documents Analysis

2015 ◽  
Vol 33 (3) ◽  
pp. 125-149 ◽  
Author(s):  
임유나 ◽  
Hoo-Jo Hong
Keyword(s):  
Science Curriculum ◽  
National Curriculum ◽  
Suitability Analysis ◽  
Curriculum Revision

The Development of Local Content-based Science Curriculum for Madrasah Tsanawiyah (Islamic Middle School) in Yogyakarta, Indonesia

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
School Environment ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Middle School Science ◽  
Design Development ◽  
Local Content ◽  
Local Potentials

Indonesia has been implementing a basically competencybased curriculum which provides a large room for local potentials to be incorporated into the curriculum. This paper aims at describing the process of developing and implementing local content-based science curriculum, by using the case of the embedment of salakpondoh into the Islamic middle school science curriculum. The development of the curriculum followed the 4-D model of the research based development, i.e. Define, Design, Development, and Disseminate. The Define phase was conducted through a thorough analysis of the national curriculum, local potentials as well as the characteristics of students and school environment. The Design phase was characterized by the development of the prototype of the curriculum. The prototype of the curriculum was then reviewed by 6 middle school science teachers from 3 types of middle schools in the district. The revised version of the curriculum was then implemented in the Public Madrasah Tsanawiyah(PMTs) of Pakem, Sleman, Yogyakarta. The result of this study shows that the prototype of the curriculum was given a good score by the teachers. It also was implemented in the PMTsand can increase the learning outcome of students well and also improve the cooperative skills.   Keywords - local content, salakpondoh, science curriculum, learning model, prototype, research and development

scholarly journals Using Focus Groups for Landscape Horticulture Curriculum Revision

HortScience ◽  
1996 ◽  
Vol 31 (4) ◽  
pp. 567e-567
Author(s):  
S.S. Barton ◽  
W.G. Smith ◽  
J.L. Swasey
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Science Curriculum ◽  
Mail Survey ◽  
Advisory Council ◽  
Curriculum Revision ◽  
Short Period ◽  
Survey Results ◽  
Group Technique ◽  
Soil Sciences

Curriculum revision for science-oriented degrees can be based on input from research journals and discipline-oriented society meetings, but the professional nature of a landscape horticulture degree requires more detailed industry input. The curriculum revision at the Univ. of Delaware started with discussions amongst faculty who were concerned with the current plant science curriculum. A mail survey of alumni from 1984 to 1993 and employers of Univ. of Delaware Plant and Soil Sciences Dept. graduates was conducted in 1994. Survey results were evaluated and incorporated into the development of two curricula: plant biology and landscape horticulture. Focus groups were used to seek industry input for the landscape horticulture curriculum. Two focus groups—established professionals in the landscape horticulture industry and recent graduates from the Plant and Soil Sciences Dept. with landscape horticulture positions—were convened in December 1995. Focus group members received a packet of information about the department including the proposed curricula prior to the meeting. A group of faculty presented information about departmental facilities, faculty, academic opportunities and practical experiences and accomplishments. The previous survey results and proposed curricula were reviewed. A professional facilitator, using a moderator's guide prepared by faculty members, led each focus group discussion. Tapes from each discussion were transcribed and summarized. Original transcriptions and executive summaries were distributed to focus group participants and faculty. Suggestions from focus group participants were incorporated into the final curriculum. Problems associated with the focus group technique include a reluctance of faculty to accept outside opinions, a reluctance to publicly air departmental concerns, and the cost associated with a professional facilitator and rented facilities. However, the focus group technique provided significant feedback in a short period of time and helped build liaisons with industry constituents by including them in the process. Several focus group participants will be invited to join an advisory council for the department.

scholarly journals Instructional Design: Multi-Site Study of the Integration of Islam in Science Teaching in Java, Indonesia

2021 ◽  
Vol 4 (1) ◽  
pp. 70-84
Author(s):  
Abd Ghofur ◽  
Joel C. Kuipers ◽  
Askuri
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Science Curriculum ◽  
Core Competencies ◽  
Group Discussion ◽  
National Curriculum ◽  
Qualitative Description ◽  
Values In Science ◽  
Islamic Schools ◽  
Evaluation Of Learning

This study aims to describe the baseline of instructional strategies currently deployed by teachers in the form of goal setting, media selection, application of methods, and evaluation of learning in relation to Islamic values ​​in science teaching. This research was designed in the form of a qualitative description by involving 18 Islamic schools spread over three regions in Indonesia, namely Malang, Lamongan, and Yogyakarta. Methods of data collection used observation forms, ethnographic video during the learning process, interviews with education stakeholders, Forum Group Discussion (FGD) with students, and documentation study for 6 months. Although Islamic schools in the selected study areas in Java, Indonesia have embraced the integration of Islam into science teaching, as mentioned in the Core Competencies [KI] in the National Curriculum 2013), however, the implementation of it is still not optimal. In addition, the integration of Islam in science teaching is mostly done by teachers through lecture methods. While most teachers expressed interest in the integration of Islam and science, many teachers expressed anxiety about their competence in addressing complex theological issues. The majority of science teachers in Islamic schools have similar strategies in developing ways to integrate the science curriculum. One key strategy is to browse online and find verses from the Qur'an that seem relevant to the lesson.

scholarly journals A master of nursing science curriculum revision for the 21st century – a progress report

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
René Schwendimann ◽  
Katharina Fierz ◽  
Elisabeth Spichiger ◽  
Brenda Marcus ◽  
Sabina De Geest
Keyword(s):  
21St Century ◽  
Science Curriculum ◽  
Progress Report ◽  
Curriculum Revision ◽  
Nursing Science

scholarly journals Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

2015 ◽  
Vol 45 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Renee Baynes
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Attitudes And Beliefs ◽  
Indigenous Knowledges

With the introduction of the Australian National Curriculum containing theAboriginal and Torres Strait Islander Histories and CulturesCross-Curriculum Priority (CCP) andIntercultural UnderstandingGeneral Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

scholarly journals Teachers' Perceptions of Outcomes-Based Science  Curriculum: A Case Study from Solomon Islands

2021 ◽  
Author(s):  
◽  
Patrick Daudau
Keyword(s):  
Science Teachers ◽  
Curriculum Reform ◽  
Science Curriculum ◽  
Solomon Islands ◽  
National Curriculum ◽  
Case Study Research ◽  
Real Life ◽  
School Principal ◽  
Outcomes Based Education

<p>The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform in Solomon Islands. A shift from a curriculum defined by subject content to a curriculum defined by what learners are expected to know, understand, be able to do and appreciate has been promoted. This belief has been highlighted in the Solomon Islands National Education Strategic Plans (2004 -2006 & 2007 -2009), Education Strategic Framework (2007 - 2015) and the approved National Curriculum Statement. Taking an interpretive-constructivist approach, the study employed a qualitative case study research methodology. The study used a purposeful sample of key curriculum stakeholders, including science teachers, science lecturers, school principal, education officials and public servants who were participating in the reform. Focus group conversation and one-on-one interviews were conducted using semi-structured questions. Interviews were conducted in Solomon Islands Pijin, recorded and transcribed for analysis. Data was collected in Honiara, Solomon Islands, from June to July 2009. This study explores the conceptualisation of outcomes-based education in a Solomon Islands context and its implication in the development of outcomes-based science curriculum. It examines the relevance and appropriateness of outcomes-based science curriculum to post-school real life situations. The research also explores the extent to which Outcomes-Based Science Curriculum could be effectively taught, learnt and assessed, and how students' performance, progress and achievements could be efficiently monitored, recorded and reported. The study also discusses potential problems, issues and challenges that might impede the implementation process and concludes with how these obstacles could be solved or mitigated.</p>

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