The educational value of representations of science and innovation in the animated TV series Professor Balthazar

The study was designed to investigate challenges facing the implementation of competency based curriculum (CBC) in primary schools in Kenya. It dealt with the following aspects: Teacher’s preparedness, availability and adequacy of teaching materials, level of collaboration between different government agencies and opportunities available for proper implementation of CBC in primary schools. The study employed a mixed research design. The sample for the study comprised 200 primary schools, 200 head teachers, 200 primary teachers and 4 Kenya national union of teachers sub branch secretaries drawn from Bungoma County. Data were collected using questionnaire, interviews and observation. It was then analysed both qualitative and quantitatively. The finding from this study reveal that the introduction of competency based curriculum into education system in Kenya primary schools was hurriedly done and not systematically planned and implemented; with minimal training of majority of teachers on its contents and teaching methods which tends to hinder their application of essential knowledge and skills of the curriculum. There was general lack of adequate approved textbooks for teachers and learners as well as instructional materials. Parents and other educational stakeholders’ involvement and public participation in the curriculum reforms process was not adequate. Classrooms were overcrowded with pupils ranging from 70 – 100 per stream. With these kinds of challenges, the success of the new curriculum is in doubt. It is therefore recommended that the ministry of education and other stakeholders should devote more efforts to the development of teachers’ and head teachers’ understanding of the CBC approach , assist in the construction of classrooms in primary schools and provision of adequate resources and facilities as well as sensitize and involve parents during parents teachers association (PTAS) meetings. Keywords: competency based curriculum, Kenya, Parents’ Teachers Association, Education stakeholders, Respondents. DOI: 10.7176/JEP/11-32-06 Publication date: November 30 th 2020

An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform.

This study aims to examine the change and transformation of geographical education in the Turkish primary school curriculum between 1923-2018. The research uses a qualitative document review method and a descriptive analysis process to analyse the data. Nine primary school programs created by the Ministry of National Education (MoNE) are identified as research documents. Dates of primary school curricula in Turkey between 1923-2018 are analyzed: 1924, 1926, 1936, 1948, 1962, 1968, 1997, 2005 and 2018. The 1924 Boys' Primary School curriculum is a continuation of the pre-republic program and geographical education was included in Grades three, four and five under the name “Geography”. The 1926 Primary School curriculum, and the 1936 Primary School curriculum, and the 1948 Primary School curriculum all include the name “Geography”. The 1962 Primary School curriculum includes geographical education as “Society and Country Studies” and “Science and Nature” in Grades Four and Five. The lesson information in the 1968 Primary School curriculum and also in 1997, 2005 and 2018 show geographical education as “Social Studies”, “Science (1968 and 1997), “Science and Technology” (2005) and “Science” (2018) for Grades Four and Five. From the 1926 Primary School curriculum to the 2018 Primary School curriculum, it is evident that geographical education occurs in Grades One, Two, and Three and Geography was included under the name of “life knowledge, which is a combination of Geography, History, Civics, Nature, and Science. It was determined the course hours differed from program. Purpose/objectives related to geographical education have gradually decreased. Given the importance of geographical education from the primary school level, achievements related to geography education can be increased.

Project-based learning (PjBL) is a recommended learning model for the Independent Curriculum. PjBL prioritizes student activities aimed at generating products through the use of skills such as investigation, analysis, creation, and presentation. These products are based on real-life experiences. In order to enhance kids' excitement for literacy, it is imperative to make PjBL books captivating and groundbreaking. Developing digital-based learning tools, such as flipbooks, is of utmost importance. The research employs the ADDIE methodology, which encompasses analysis, design, development, implementation, and evaluation. The analyzed data include both quantitative and qualitative data. The flipbook based on PjBL to support Independent Curriculum in primary schools was deemed very valid, with a validity value of 93% as assessed by material experts, 95% by media experts, and 93% by teachers, all falling inside the extremely valid category. The individual test, small group test, and field test results demonstrate a high level of validity for the flipbook, with respective percentages of 87%, 95%, and 90%. According on the findings of this assessment, it may be inferred that the product possesses high validity, practicality, and effectiveness. It is appropriate for facilitating Project-based learning (PjBL) and Independent Curriculum in primary school.

Testing teacher knowledge for technology teaching in primary schools

The integration of physical education curriculum in universities, middle schools and primary schools is the focus and difficulty of the current physical education reform. With the passage of the times, the integration of physical education curriculum in universities, middle schools and primary schools is increasingly troubled. This article uses research methods of literature and logical analysis to make a specific analysis from the practical difficulties encountered in the integration of the physical education curriculum of universities, middle schools and primary schools. The study found that: the current direction and setting of the physical education curriculum goals are inadequate in correspondence and cohesion; the selection and organization of curriculum content is simple and repetitive, and lacks gradualness; the three major approaches to curriculum implementation lack linkage and lack of interoperability; curriculum evaluation objects, content, and methods are out of touch, lack of integrity. The design of the curriculum objectives of each semester should focus on the main line of the core literacy of the physical education discipline, build a logically clear and sequential curriculum content system, optimize the flexible and diverse, internal and external joint curriculum implementation methods, and establish a progressive, multi-level perspective The curriculum evaluation system is established to establish a physical education curriculum system that is internally unified, horizontally consistent, vertical cohesive, and forms united.

The journal's introductory article (editorial) discusses current trends in science education. Inquiry-based learning, STEAM and project-based activities remain relevant to science education. In the process of inquiry-based learning, the formulation of a question, which determines the hypothesis, the design of the research model, and the search for an answer, rather than the immediate finding of an answer, is becoming increasingly important. A distinctive feature of learning by inquiry is the involvement of the students, which is not just about memorising facts or knowledge, but about deeply understanding what is being explored by delving into the unknown. It discusses the use of technology, the importance of the principle of visuality in science education, and the emerging need to learn science not only in the classroom, but also increasingly in natural educational environments. This is also useful in exposing topics related to sustainability. As in pre-primary education, the science curriculum in primary school develops seven competences, but there are six areas of achievement rather than three: knowledge of the nature and development of science, science communication, science exploration, knowledge of natural objects and phenomena, problem-solving and reflection, and the harmony between people and the environment. Keywords: inquiry-based learning, primary school, science curriculum, science education, visuality in science education

Curriculum Design of “National Training Plan” in View of Professional Development

The construction of aesthetic education curriculum in middle and primary schools is a necessary measure to promote the comprehensive development of morality, intelligence, physical fitness, aesthetics, and labor. School education is the main channel for achieving the goal of aesthetic education. However, a survey of middle and primary school teachers from 26 provinces and cities in China reveals that there are still many important problems in the implementation of aesthetic education, including unclear content and value of aesthetic education, lack of content in aesthetic education curriculum, single organizational form, outdated methods, and inadequate supervision system for aesthetic education curriculum, and so on. This research proposes strategies for improvement based on the current situation of aesthetic education curriculum in middle and primary schools

The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appropriate habits in teachers, institutions, and students, policymakers should establish effective communication with teachers. Teacher preparation programs that emphasize differentiated learning can prepare educators to implement the Merdeka Curriculum. Integrating values-based learning programs and employing a well-structured educational management flow can also enhance the character education component and optimize the curriculum implementation. In addition, workshops and readiness-raising initiatives can improve teachers' mental and intellectual preparedness for the new curriculum's changes and challenges. By addressing these obstacles, the implementation of the Merdeka Curriculum in Indonesian primary schools can be made more effective, thereby augmenting the quality of education offered to Indonesian students.

This study was carried out to ascertain the quality assurance of teachers in implementing the content of the pre-vocational curriculum of primary school. Two research questions were formulated and answered by the study. The study was carried out in Mbaitoli Local Government Area of Imo State, Nigeria. Evaluation and survey research designs were adopted for the study. Sample for the study was 42 teachers of primary school in the area of study. A 35-item psycho-productive multiple choice test and 24 cluster items questionnaire were used to collect data from respondents. Data collected were analyzed using frequency and percentage score (for the multiple choice test), weighted mean and performance gap analysis (for the questionnaire items). It was found out from the study that the teachers were of average quality, and needed improvement for effective teaching of agriculture to pupils in primary school. It was therefore recommended that the findings of this study should be packaged by relevant stakeholders for retraining the teachers through workshops, seminars, or short duration courses for improved performance on the content of pre-vocational agriculture curriculum in primary school.

Physical education is a vital component of the primary school curriculum, aiming to develop students' physical skills, health, and psychosocial well-being. Various approaches have been implemented to achieve these goals, including curriculum integration and addressing the challenges within the primary school curriculum. This study aims to systematically analyze the design and implementation of physical education curriculum in primary schools by reviewing 20 research articles, with a focus on identifying practices and challenges encountered. The methodology used follows a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant research articles were identified through a Scopus database search using specific keywords, followed by predefined inclusion and exclusion criteria. The analysis results indicate that physical education curriculum approaches are diverse, including health-based and mindfulness curricula, ecological dynamics approaches, alternative curricula, and integration with specific models or policy foundations, all aiming to have a positive impact on the physical, cognitive, social, and emotional development of primary school students by incorporating biomechanical concepts, conflict management strategies, integration of thinking skills, and motor skill development. Additionally, teacher preferences regarding the implementation of physical education curricula were also found. This review concludes that various approaches to implementing physical education curricula positively affect student development. The findings highlight that an effective primary school physical education curriculum should integrate a holistic approach involving physical, cognitive, social, and emotional aspects. The importance of flexibility in the curriculum, allowing adaptation to local and individual student needs, is also acknowledged. Keywords: physical education, curriculum, primary school, literature review

Purpose of the study: The purpose of this research is to quantify the challenges and way forward in the implementation of a single national curriculum (SNC) in primary public schools in Pakistan.
 Methodology: The study is conducted through a questionnaire consisting of forty-nine questions related to challenges in SNC implementation in primary public schools. The collected data was analysed using regression, correlation, and descriptive statistical techniques.
 Main Findings: This study investigated the impact of the challenges like class inequality, gender difference, the role of media, the role of Parents and society, student’s interest, and their financial background that affect the implementation of SNC in the primary public school of Pakistan to understand the better teachers’ perspectives. To ensure that educational institutions continue to meet the demands of society, families, legislators, and educators all must collaborate toward the common objective of resolving these challenges.
 Applications of the study: The insights derived from this study, have far-reaching implications for policymakers, educators, and stakeholders in the Pakistani education system. They can utilize the study's recommendations and best practices to refine the implementation of the Single National Curriculum, thereby enhancing the quality of primary education. This research provides a practical roadmap for addressing the challenges identified, and fostering a more effective and inclusive educational environment. It serves as a valuable resource for shaping future policies and practices in Pakistan's primary school system, ultimately benefiting students and the broader society. At a primary public school of Pakistan, the implementation of SNC has been delayed due to class inequality, gender imbalance, the engagement of the media, the role of parents and society, and financial situation of the students.
 Novelty/Originality of the study: The uniqueness of this study, "Charting the Path: Overcoming Hurdles and Forging Ahead with the Single National Curriculum in Pakistan's Primary Schools," is rooted in its exploration of the complex implementation process of a nationwide curriculum reform in Pakistan's primary education. It offers a comprehensive examination of the challenges faced and the strategies employed, shedding light on a topic relatively unexplored in the educational research landscape, making it a pioneering work in the field.

(2003). On implementing the new music curriculum in primary schools. Irish Educational Studies: Vol. 22, No. 3, pp. 45-56.

The introduction of competency-based curriculum in Kenya demands new roles and instructional skills. This study examined the pedagogical practices for developing learner imagination and creativity in the competency-based curriculum in primary schools in Kitui west sub-county, Kenya. The research objectives were: to establish the teacher practices that develop learner imagination and creativity; to examine the learning activities that develop learner imagination and creativity; and to determine the role of the parents in developing learner imagination and creativity in the competency-based curriculum. The mixed-method research study adopted a concurrent triangulation design. The study target population was two hundred and ninety-four (294) lower grade teachers and ninety-eight (98) head teachers. Purposive and proportionate sampling was applied in selection of one hundred and twenty (120) participants. Data was collected quantitatively and qualitatively using questionnaires, content analysis and semi-structured interviews respectively. The quantitative data was analyzed descriptively thus presented in form of means, percentages and standard deviation. Thematic analysis was used for qualitative data analysis. The findings revealed that pedagogical practices had a great influence on learner imagination and creativity. The learner-centered methods of teaching gave learners room to learn independently as indicated by a mean of 3.73. Teacher assessment skills were high especially on portfolio-based assessment. Language barriers, limited time and inadequate learning resources were found to hinder development of learner imagination and creativity. The study recommended that the government through the Ministry of Education should provide enough teaching and learning resources especially the crayons and plasticine to enable learners realize their full potential. In addition, parents’ sensitization and teacher training on information, communication and technology should be prioritized.