The Ways to Spread the Course Evaluation-type Qualification System in the Formal School Curriculum

2021 ◽  
Vol 10 (3) ◽  
pp. 75-101
Author(s):  
KangHo Kim ◽  
◽  
Dong Yul Jung ◽  
Hyunmin Lee ◽  
Seung Hwan Chun ◽  
...  
Keyword(s):  
School Curriculum ◽  
Course Evaluation ◽  
Formal School

Graffiti as a site for cultural literacies in Zimbabwean urban high schools

2018 ◽  
Vol 22 (3) ◽  
pp. 334-348 ◽  
Author(s):  
Hugh Mangeya
Keyword(s):  
Informal Education ◽  
School Curriculum ◽  
Cultural Knowledge ◽  
Educational Institutions ◽  
Student Perspective ◽  
Cultural Education ◽  
A Site ◽  
Learning Institutions ◽  
Socially Situated ◽  
Formal School

It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.

The inclusion of outdoor education in the formal school curriculum

2015 ◽  
pp. 277-287 ◽  
Author(s):  
Susanna Ho ◽  
Matthew Atencio ◽  
Yuen Sze Michelle Tan ◽  
Chew Ting Ching
Keyword(s):  
Outdoor Education ◽  
School Curriculum ◽  
Formal School

Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level Students

2015 ◽  
pp. 864-879
Author(s):  
Nicole Garner ◽  
Maria de Lourdes Lischke ◽  
Antje Siol ◽  
Ingo Eilks
Keyword(s):  
Climate Change ◽  
Science Education ◽  
Learning Environments ◽  
Secondary School Students ◽  
School Curriculum ◽  
School Students ◽  
Assessment Tasks ◽  
Summer Smog ◽  
University Laboratory ◽  
Formal School

This chapter discusses a project of curriculum development for the non-formal educational sector. The project aims at student learning about sustainability issues in a chemistry-related context. For this purpose, non-formal laboratory-based learning environments are developed. The learning environments center round half- or one-day visits of secondary school students in a university laboratory and are networked with the formal school syllabus in chemistry and science education respectively. All modules integrate the non-formal laboratory event about issues of sustainability with teaching materials for preparation and assessment tasks in school to fulfill part of the school curriculum in chemistry or science teaching. This chapter discusses the project of developing respective modules, the structure thereof, and initial findings from their application. The discussion is illustrated by a module on environmental problems connected to the chemistry of the atmosphere, namely climate change, the hole in the ozone layer, and the phenomenon of summer smog.

Learning About Sustainability in a Non-Formal Laboratory Context for Secondary Level Students

2018 ◽  
pp. 663-681
Author(s):  
Nicole Garner ◽  
Maria de Lourdes Lischke ◽  
Antje Siol ◽  
Ingo Eilks
Keyword(s):  
Climate Change ◽  
Science Education ◽  
Learning Environments ◽  
Secondary School Students ◽  
School Curriculum ◽  
School Students ◽  
Assessment Tasks ◽  
Summer Smog ◽  
University Laboratory ◽  
Formal School

This chapter discusses a project of curriculum development for the non-formal educational sector. The project aims at student learning about sustainability issues in a chemistry-related context. For this purpose, non-formal laboratory-based learning environments are developed. The learning environments center round half- or one-day visits of secondary school students in a university laboratory and are networked with the formal school syllabus in chemistry and science education respectively. All modules integrate the non-formal laboratory event about issues of sustainability with teaching materials for preparation and assessment tasks in school to fulfill part of the school curriculum in chemistry or science teaching. This chapter discusses the project of developing respective modules, the structure thereof, and initial findings from their application. The discussion is illustrated by a module on environmental problems connected to the chemistry of the atmosphere, namely climate change, the hole in the ozone layer, and the phenomenon of summer smog.

Learning about Sustainability in a Non-Formal Laboratory Context for Secondary Level Students

2014 ◽  
pp. 229-244
Author(s):  
Nicole Garner ◽  
Maria de Lourdes Lischke ◽  
Antje Siol ◽  
Ingo Eilks
Keyword(s):  
Climate Change ◽  
Science Education ◽  
Learning Environments ◽  
Secondary School Students ◽  
School Curriculum ◽  
School Students ◽  
Assessment Tasks ◽  
Summer Smog ◽  
University Laboratory ◽  
Formal School

This chapter discusses a project of curriculum development for the non-formal educational sector. The project aims at student learning about sustainability issues in a chemistry-related context. For this purpose, non-formal laboratory-based learning environments are developed. The learning environments center round half- or one-day visits of secondary school students in a university laboratory and are networked with the formal school syllabus in chemistry and science education respectively. All modules integrate the non-formal laboratory event about issues of sustainability with teaching materials for preparation and assessment tasks in school to fulfill part of the school curriculum in chemistry or science teaching. This chapter discusses the project of developing respective modules, the structure thereof, and initial findings from their application. The discussion is illustrated by a module on environmental problems connected to the chemistry of the atmosphere, namely climate change, the hole in the ozone layer, and the phenomenon of summer smog.

Dialogue in Peace Education Theory and Practice1

2020 ◽  
Vol 42 (1) ◽  
pp. 27-46
Author(s):  
Gülistan Gürsel-Bilgin
Keyword(s):  
Peace Education ◽  
School Setting ◽  
School Curriculum ◽  
Formal Schooling ◽  
Domestic Violence Shelter ◽  
Education Theory ◽  
Rape Crisis Center ◽  
Peace Educator ◽  
Formal School

This article reports a case study of a peace educator (Haley), an interventions program coordinator for a domestic violence shelter and rape crisis center, reaching thousands of youth in the Midwestern United States. The findings of the study raise implications for employing dialogue as a pedagogy for peace in formal schooling and infusing peace education throughout the school curriculum. In particular, the findings offer insights about the attributes of the peace educators who are able to implement dialogue effectively in their classrooms, and the vital characteristics necessary in the formal school setting to employ Freirean dialogue.

scholarly journals THE ONTOLOGY OF ARABIC CURRICULUM AT PESANTREN ATTAHDZIB JOMBANG

2020 ◽  
Vol 5 (2) ◽  
pp. 153
Author(s):  
Ahmad Nurcholis ◽  
Mochamad Chobir Sirad ◽  
Budi Harianto ◽  
Syaikhu Ihsan Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Descriptive Analysis ◽  
Boarding School ◽  
School Curriculum ◽  
Education Programs ◽  
Learning Evaluation ◽  
Formal School

Some pesantrens have accommodated the madrasah or formal school education programs, both the curriculum and the learning methods. One of them is pesantren Attahdzib. This article aimed to describe, analyze, and interpret the ontology of Attahdzib Islamic boarding school curriculum, the process of implementing the curriculum, and the problems of its implementation. It was a qualitative research with descriptive analysis. The results showed that the the curriculum was implemented through some methods such as sorogan, bandongan or wetonan, and memorization. There were 2 types of education systems established in pesantren Attahdzib, namely diniyah education, and formal education. The problems faced in the implementation of curriculum were some teachers’ disciplinary problem, the learning evaluation that sometimes considered hard and burden on students, and the formal schools’ extra-activities that sometimes obstructed the pesantren’s teaching and learning process.

The Australian-ness of Curriculum Jigsaws: Where Does Environmental Education Fit?

2011 ◽  
Vol 27 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Annette Gough
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Implementation Strategy ◽  
School Curriculum ◽  
Jigsaw Puzzle ◽  
Australian Government ◽  
Formal Curriculum ◽  
Australian Curriculum ◽  
The Past ◽  
Formal School

AbstractThis paper reviews Australian Government actions related to environmental education, particularly in the past decade, and examines the actions forthcoming from two national action plans (Environment Australia, 2000 and DEWHA, 2009), the implementation strategy for the Decade of ESD (DEWHA, 2006) and developments related to the Australian Curriculum. This analysis is inspired by the Australian-ness of the metaphor of the curriculum as a jigsaw puzzle suggested by Robottom (1987), the seemingly constant battle for survival in the formal curriculum that environmental education has faced since the 1970s (Fensham, 1990; Gough, 1997), and the ongoing tensions between science education and environmental education in Australia's formal school curriculum.

scholarly journals Blended learning and curriculum renewal across three medical schools: The rheumatology module at the University of Otago

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Simon Stebbings ◽  
Nasser Bagheri ◽  
Kellie Perrie ◽  
Phil Blyth ◽  
Jenny McDonald
Keyword(s):  
Blended Learning ◽  
Approaches To Learning ◽  
School Curriculum ◽  
Course Evaluation ◽  
Student Focus ◽  
Curriculum Renewal ◽  
The University ◽  
Common Content ◽  
Teaching Time ◽  
Access Data

<span>In response to the challenges created by the implementation of a new medical school curriculum at the University of Otago in 2008, we aimed to develop a blended learning course for teaching rheumatology within the existing musculoskeletal course. We developed a multimedia online learning resource structured to support class based problem-based learning (PBL) sessions, and enhance student engagement and promote clinical reasoning. We also aimed to align teaching over three geographically separate campuses, promote more student-centred approaches to learning and meet the challenge of the limited teaching time available for undergraduate learning in the field of rheumatology. Our redesigned course was evaluated longitudinally over eighteen months through student focus groups, </span><em>Blackboard</em><span> and </span><em>Moodle</em><span> electronic access data, and course evaluation questionnaires. The data collected indicated an overwhelmingly positive response to the changes in teaching methods. Online materials integrated into the new curriculum and combined with in-class PBL and clinical sessions, proved popular with students. Students accessed the newly developed online materials far more frequently than the previously available unstructured content, which they felt to be of limited value or relevance to their studies. Furthermore the blended learning approach allowed delivery of common content across three separate campuses.</span>

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