Historical and Current Developments in Science Curricula

2014 ◽  
pp. 82-129
Keyword(s):  
Science Curricula

Developing Competency Statements for Computer Science Curricula

2020 ◽  
Author(s):  
Alison Clear ◽  
Tony Clear ◽  
Abhijat Vichare ◽  
Thea Charles ◽  
Stephen Frezza ◽  
...  
Keyword(s):  
Computer Science ◽  
Science Curricula

Special Feature Software Engineering Concepts and Computer Science Curricula

Computer ◽  
1977 ◽  
Vol 10 (6) ◽  
pp. 85-91 ◽  
Author(s):  
A.I. Wasserman ◽  
P. Freeman
Keyword(s):  
Software Engineering ◽  
Computer Science ◽  
Science Curricula

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

2014 ◽  
Vol 76 (8) ◽  
pp. 518-523
Author(s):  
Matthew L. Holding ◽  
Robert D. Denton ◽  
Amy E. Kulesza ◽  
Judith S. Ridgway
Keyword(s):  
Scientific Inquiry ◽  
Scientific Community ◽  
Introductory Biology ◽  
Fundamental Component ◽  
Hands On ◽  
Education Levels ◽  
Recent Trends ◽  
Science Curricula ◽  
Biology Lab ◽  
Student Inquiry

A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels.

Information science curricula in graduate library schools in Asia

1988 ◽  
Vol 20 (2) ◽  
pp. 185-202 ◽  
Author(s):  
Abdus Sattar Chaudhry
Keyword(s):  
Information Science ◽  
Science Curricula
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