Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study

National attention has been given to science, technology, engineering, and mathematics (STEM) education, which is well recognized as an effective way to cultivate the key competencies of 21st-century talents. However, current STEM education falls short of the desired results. The fundamental reason is that there has not been a clearly and structurally explained systematic construction and effective implementation of STEM curricula. Accordingly, this article systematically expounds on the construction of the STEM curricula system from four aspects. Specifically, we first proposed the components of the STEM competencies as the goal of STEM education to provide a guiding direction for other parts of the design of the STEM curricula. Then, we elaborated on how to cultivate the STEM competencies from two aspects: the design principles of the STEM curricula content and the implementation strategies of STEM teaching. Finally, we explained how to effectively evaluate to monitor and improve the implementation of the STEM curriculum. In addition to the above mentioned, we then presented a case study of STEM courses constructed under the guidance of “think-based instruction theory” (TBIT) to help readers further understand the nature of the STEM curricula.

Effectiveness of A Training Program Based on Differentiation Instruction Theory in Academic Achievement, among ninth Grade Students in biology Course: أثر التدريس المتمايز في تنمية التحصيل الدراسي في مادة الأحياء لدى طالبات الصف التاسع الأساسي

The study sought to identify the effect of using differentiated instruction in the achievement of biology among ninth grade students. population of this study (25) students was chosen for the control group and (25) students for the experimental group. During the first semester of (2021/2020). to achieve the objectives of this study, a biology achievement test was prepared. results showed that there were a statistically significant differences on achievement test in favor of the grades of the experimental group. this study recommended hiring differentiated teaching because of its effect on students’achievement.

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

The Instruction Theory of Jerome Bruner

In the movement of ideas and proposals on education, Jerome Bruner stands out and can be considered as one of the key figures in the field of educational psychology. In this chapter, focusing mainly on education, learning, and teaching, the author summarizes Jerome Bruner's proposals, Jerome Bruner's perspective on culture, education and development, and in particular, the main constructs and implications of his theory of cognitive development and his instruction theory. Particular emphasis is given to guided discovery learning, presenting its advantages and disadvantages, as well as a discussion of the main conclusions of the investigations on its use. Finally, examples of the richness of guided discovery learning and the application of Bruner's ideas in different content areas are presented.

The Instruction Theory of van Merriënboer

The purpose of this chapter is to frame the instruction theory of van Merriënboer, that is, the four components instructional design model (4C/ID-model). Thus, firstly the chapter compares the conceptual definitions of the two instructional approaches, part-task and whole-task, and then, the authors introduce the 4C/ID-model upon which the whole-task approach is mainly based. The next section contains a detailed description of the 4C/ID-model, including strategies for managing cognitive load that are incorporated into the model.

The Instruction Theory of Robert Gagné

Robert Gagné is an author with a landmark in the history of learning and can be considered as one of the most influential psychologists and researchers in the field of instruction. Gagné is clearly part of a group of authors who are particularly interested in educational technology, understood as the application of scientific knowledge of learning theories to practical situations of instruction. In summary, Gagné's proposal considers three fundamental elements: 1) a taxonomy of types of learning, 2) the internal and external conditions necessary to achieve these types of learning, and 3) the conditions of learning. In essence, the combination of these elements constitutes an integrated theory of learning and instruction. Considering whenever possible and necessary the aspects presented, this chapter presents Robert Gagné's perspective with special emphasis on instruction theory and conditions of learning theory.

PELAKSANAAN PEMBELAJARAN SENI BUDAYA SECARA ONLINE DI KELAS VII SMP NEGERI 31 PADANG

This study aims to reveal themelodicainstructionusing online learning system in grade VII of SMP Negeri 31 Padang.The stages include planning, implementation, and evaluation in the COVID-19 pandemic situation. The theory used to observethe activity is learning and instruction theory. The research used qualitative method with a descriptive analytic approach. The data were collected through observation, interviews, and literature study. The data analysis was carried out through identification, classification, clarification, analysis, explanation, and conclusion. The results show that the learning of Culture and Arts at SMP Negeri 31 Padang is still carried out but it is conducted online at home.Related to these learning situations and conditions, the teachers designlearning which is relatively different from face-to-face learning in class. The planning that the teachers dois preparing learning materials and send them to students via WA. It contains messages, subject matter, activities carried out, and obligations which must be fulfilled by students. The learning implementation includes controlling students’ learning by asking students to send a video of blowing, fingering, and practicing the song Ibu Kita Kartini which is sent in the form of a video recording. Almost all students do the video recordings and sent them on time. However,a small number of studentsdo not send the video recordings on time. This is the evaluation and barriers to learning melodica online. The learning outcomes ofgrade VII students at SMP Negeri 31 Padang are good. The obstacles faced by the teachers include the presentation, practice, and learning outcomeswhich are very inadequate.Keywords: Pianica Learning, Online.

Realistic Mathematics & Vygotsky’s Theories in Mathematics Education

Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

PELAKSANAAN PEMBELAJARAN PIANIKA PADA PEMBELAJARAN SENI BUDAYA MENGGUNAKAN WHATSAPP GRUP DI KELAS VII-1 SMP NEGERI 40 PADANG

This study aims to reveal how melodicalearning using online system in grade VII of SMP Negeri 40 Padang is conducted. It includes planning, implementation, and evaluation in the COVID-19 pandemic situation. The theory used in this study is learning and instruction theory. This research belongs to a qualitative research with descriptive analytic approach. The data were collected through observation, interviews, and literature study. The data analysis was conductedthrough identification, classification, clarification, analysis, explanation, and conclusion. The results show that learning process of Culture and Arts subject at SMP Negeri 40 Padang is conductedfrom home through online learning. Due to learning situation and condition, the teacher designs instructionwhich is is relatively different from face-to-face learning in classrooms.The planning step done by the teacher is preparing learning materials and sending them to students via WA. The materials consist of messages, subject matter, learning activities, and obligations students have to fulfill.The learning implementation conducted by the teacher is controlling student learning by askingthem to send a video recording of blowing, fingering, and training for the BungoParawitan song.Almost all students send video recordings on time. Some of them do not send the videos on time, and these are evaluation and barriers ofonline learning of melodica. The results of grade VIIstudents’ learning outcomes at SMP Negeri 40 Padang are good. The obstacles faced by the teacher in its implementation are related to preparation, presentation, practice, and the performanceof learning outcomeswhich are very inadequate.Keywords: implementation, Pianica Learning, art culture, Whatsapp Group