scholarly journals Geography in secondary education: an analysis of the structure of curricula and their evaluation

2020 ◽  
Vol 92 (1) ◽  
Author(s):  
Tatjana Resnik Planinc ◽  
Eva Konečnik Kotnik ◽  
Karmen Kolnik ◽  
Mojca Ilc Klun
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Educational Level ◽  
Technical Education ◽  
School Curriculum ◽  
Technical Schools ◽  
Vocational And Technical Education ◽  
Primary School Curriculum ◽  
Different Levels

The purpose of this paper is to present some of the results of a broader survey of current geography curricula at primary and secondary levels of education in Slovenia. The primary aim of the study was to find out what kind of curricula for geography lessons teachers of geography and others interested in geography would like to see at different levels of education. The study consisted of two parts: in the first part, we took an analytical view of the primary school curriculum in geography, and in the second part, which is provided in this paper, we focused on the secondary educational level, looking at both gymnasiums and secondary vocational and technical education. We present the opinions of the survey respondents on the basic conceptual orientation of the geography curricula in gymnasiums and in secondary vocational and technical schools, their elementary structure and scope, and the respondents' reflections on the comprehensiveness, usefulness and suitability of individual curriculum elements for teaching geography. //   Namen prispevka je predstaviti del rezultatov širše raziskave o dosedanjih geografskih učnih načrtih na primarni in sekundarni ravni izobraževanja v Sloveniji. Temeljni cilj raziskave je bil ugotoviti, kakšne učne načrte za pouk geografije si želijo učitelji geografije in druga zainteresirana geografska javnost na različnih vzgojno-izobraževalnih ravneh. Raziskava je bila dvodelna; v prvem delu smo osvetlili analitični pogled na osnovnošolski učni načrt za geografijo, v drugem delu, ki ga podajamo v tem prispevku, pa smo se osredotočili na srednješolsko vzgojno-izobraževalno raven, in sicer tako na gimnazijsko kot na srednje strokovno in poklicno-tehniško izobraževanje. Predstavljamo mnenje anketiranih o osnovni konceptualni usmeritvi učnega načrta za geografijo v gimnaziji ter kataloga znanja za geografijo v srednjem strokovnem in poklicno-tehniškem izobraževanju, o njuni elementarni strukturi in obsegu ter razmišljanja anketiranih o vključenosti, uporabnosti in ustreznosti posameznih elementov učnega načrta oziroma kataloga znanja za pouk geografije.

scholarly journals PRANCŪZIJOS PRADINĖ MOKYKLA: KO GALIME PASIMOKYTI? [FRENCH PRIMARY SCHOOL: WHAT CAN WE LEARN FROM IT?]

2016 ◽  
Vol 8 (2) ◽  
pp. 50-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Civic Education ◽  
School Curriculum ◽  
Living Environment ◽  
Work Organisation ◽  
Creative Imagination ◽  
Interest In Science ◽  
Good School ◽  
Primary School Curriculum ◽  
Key Words Development

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time. Key words: development of ability to reason, primary school, school learners’ activities.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

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