Abstract
The prevailing consensus is that science teaching should be more student-centered and guide learners towards more phenomenon-based and authentic problem-solving activities. This approach is reflected in educational policies and recently reformed curricula. However, there is limited research on how these frameworks actually manifest in curricula and how to facilitate student-centered pedagogy. In this study, we examine the student-centered features of the curricula of two countries: Finland and Hong Kong. Student-centeredness in the classroom can be assessed using the principles of dialogicity. Dialogic principles underpin student-centeredness, particularly in teacher-orchestrated whole-class discussions. Dialogic interactions include mutual consideration of different and even diverging views. This study first reviews the dialogic themes in the curricula, then explores the ways in which student-centered approaches can be realized in practice by analyzing the dialogic interactions in two classroom examples. The dialogic themes identified in the curricula are considered in the context of the classroom examples. As science classroom interactions are still prevailingly teacher-centered and authoritative, the insights into alternative approaches generated by the examples are discussed. This study prepares the context for further discussion of curricular development, dialogicity and its implications for teaching and teacher education.
Highlights
IntroductionBackground and Rationale for the StudyThe rationale for the study is related to the following question: why is it worthwhile to study the link between curricula and implementation? The answer is simple: without curricula, there would be no meaningful plan for implementation, and without implementation, curricula would have little if any meaning [22,23]
Background and Rationale for the StudyThe rationale for the study is related to the following question: why is it worthwhile to study the link between curricula and implementation? The answer is simple: without curricula, there would be no meaningful plan for implementation, and without implementation, curricula would have little if any meaning [22,23]
By drawing on key themes identified from curricula reform in Finland and Hong Kong, we identify explicit examples of student-centeredness, which are identified using features of dialogicity [10,18]
Summary
Background and Rationale for the StudyThe rationale for the study is related to the following question: why is it worthwhile to study the link between curricula and implementation? The answer is simple: without curricula, there would be no meaningful plan for implementation, and without implementation, curricula would have little if any meaning [22,23]. The rationale for the study is related to the following question: why is it worthwhile to study the link between curricula and implementation? Following Howell and Evans [23], this study emphasizes the learning process rather than goals or summative assessments [22]. We are not seeking for causal link or effect of curricula on classroom interaction in this study. The Finnish National Core Curriculum was recently renewed [1] and is currently being implemented for the first time (2016–2017). The core curriculum framework is a national framework complemented by local curricula that are finalized by municipalities. The guidelines for the new curriculum framework highlight the following key aspects
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