scholarly journals Gender Sensitivity in Textbooks in Secondary Education in Bhutan

2021 ◽  
Vol 2 (3) ◽  
pp. 343-355
Author(s):  
Tshewang Dorji
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Science Curriculum ◽  
Textbook Analysis ◽  
Gender Stereotyping ◽  
Student Activity ◽  
Gender Biases ◽  
Curriculum Framework ◽  
Materials Used ◽  
Curricular Materials

This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

Improving History Education for All Students: The Massachusetts History and Social Science Curriculum Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 1-13
Author(s):  
Sheldon M. Stern
Keyword(s):  
Social Science ◽  
American History ◽  
Science Curriculum ◽  
History Education ◽  
Education For All ◽  
National History ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
National History Standards

The commitment of Massachusetts to strive for the highest standards in history education is now inextricably linked to the implementation of the History and Social Science Curriculum Framework completed in 1997. The author writes that teachers and other educators, parents and students, should consider carefully the concepts and principles contained in the Framework and, particularly in American history, try to understand how the Massachusetts Framework differs in substance and approach from the controversial national history standards first proposed in 1994.

Teaching the West and the World from the Massachusetts Framework

1998 ◽  
Vol 180 (1) ◽  
pp. 67-78
Author(s):  
Paul Gagnon
Keyword(s):  
Social Sciences ◽  
Science Curriculum ◽  
World History ◽  
Student Assessment ◽  
The West ◽  
The Social ◽  
Curriculum Framework ◽  
Massachusetts History ◽  
Common Problems ◽  
Selection Of

This article summarizes how teachers may implement the Massachusetts History and Social Science Curriculum Framework as they design and teach courses in Western civilization and world history. It discusses the integration of history, geography, and the social sciences, together with suggested approaches to common problems such as the balance between Western and world studies, selection of main topics and questions, professional development, student assessment, and challenges teachers may confront.

scholarly journals Draw-A-Science-Comic: Alternative prompts and the presence of danger

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jaakko Lamminpää ◽  
Veli-Matti Vesterinen
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Detailed Analysis ◽  
Primary Education ◽  
Age Groups ◽  
Early Years ◽  
Children's Drawings ◽  
Children’S Drawings ◽  
Children’S Conceptions ◽  
Two Age Groups

The early years of primary school are important in shaping how children see scientists and science, but researching younger children is known to be difficult. The Draw-A-Scientist Test (DAST), in which students are asked to draw a scientist, has been one of the most popular ways to chart children’s conceptions of scientists and science. However, DAST tends to focus mainly on children’s conceptions about the appearance of scientists. To focus more on children’s conceptions of scientific activities as well as the emotions and attitudes associated with science, the Draw-A-Science-Comic test (DASC) was recently introduced. This study compares three alternative DASC prompts for two age groups of respondents (8- to 10-year-olds and 10- to 13-year-olds). The prompts asking students to draw a comic or a set of pictures produced significantly more sequential storytelling and depictions of science related emotions and attitudes than the prompt asking students to depict a story. The depictions of elements of danger, such as accidents and hazards in the laboratory, were also frequent in drawings with sequential storytelling. A more detailed analysis of the depictions showed that the frequency of elements of danger was closely associated with depictions of activity especially in the field of chemistry. For example, several comics included failed chemical experiments leading to explosions. Although depictions of danger are sometimes interpreted as a negative conception, in the children’s drawings the explosions and overflowing flasks were often seen also as a source of excitement and joy. Based on the result of this study, the use of DASC seems a suitable way for charting children’s conceptions of scientific activities as well as the emotions and attitudes associated with science from the early years of primary education until the beginning of secondary education.

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

scholarly journals Primary school inclusive foreign language teaching features

2021 ◽  
pp. 44-50
Author(s):  
Olha Datskiv ◽  
Sofia Datskiv
Keyword(s):  
Secondary Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Primary School ◽  
Language Teaching ◽  
English Teachers ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Teaching Methodology ◽  
Peer Evaluation

An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.

Sign in / Sign up

Export Citation Format

Share Document