Concept Of Curriculum Research Articles

Knowing, acting and becoming: Australian students’ curriculum-specific learning through a New Colombo Plan short-term mobility program to Japan

ABSTRACT Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students’ learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students’ development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students’ curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students’ deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students’ curriculum-specific learning through short-term mobility programs are generated.

The 2013 Curriculum Learning Process in Senior High School

The learning process in the 2013 Curriculum has special characteristics, namely using scientific strategies and approaches, models, and cooperative learning methods. The grand tour carried out in the learning process at Madrasah Aliyah did not reflect the characteristics of the 2013 curriculum learning. This study aims to determine the learning curriculum process carried out by teachers at Madrasah Aliyah in the implementation of the 2013 curriculum. This study uses a phenomenological method with a qualitative approach. Data collection techniques using observation, and interviews. Data analysis was carried out using data selection, presentation, and conclusion drawing techniques. The results showed that; The learning process has not been implemented ideally because only a small number of teachers use the group discussion method; it is still semi-scientific. The obstacles are, 1) not all teachers understand the learning process with the 2013 curriculum. 2) The teacher's teaching load is too much. 3) Students do not participate in the successful implementation of the 2013 curriculum; 4) the lack of intensive socialization about the 2013 curriculum profile to students so that students are more comfortable studying with previous learning patterns. Thus, it can be concluded that the implementation of the 2013 curriculum learning process at Madrasah Aliyah is not by the 2013 curriculum concept.

Incorporating Patient Safety and Quality Into the Medical School Curriculum: An Assessment of Student Gains.

BackgroundGlobal efforts are being made to improve health care standards and the quality of care provided. It has been shown through research that the introduction of patient safety (PS) and quality improvement (QI) concepts in the medical curriculum prepares medical students to face future challenges in their professional careers.PurposeThis study aimed to evaluate how a brief course on QI and PS affects the knowledge, efficacy, and system thinking of medical students.MethodsA 5-day QI and PS intervention course was implemented at the Aga Khan University medical college for 98 third-year medical students in March 2021. This weeklong course of lectures, interactive sessions, and hands-on skill workshops was conducted before the students began their clinical rotations. Students’ knowledge, self-efficacy, and system thinking were assessed with pretest and posttest. Students were also asked to write personal reflections and fill out a satisfaction survey at the end of the intervention.ResultsComparisons of pretest and posttest scores showed that the course significantly improved students’ knowledge by a mean of 2.92 points (95% confidence interval, 2.30–3.53; P < 0.001) and system thinking by 0.16 points (95% confidence interval, 0.03–0.29; P = 0.018) of the maximum scores of 20 and 5 points, respectively. The students’ self-assessment of PS knowledge also reflected statistically significant increases in all 9 domains (P < 0.001). Students reported positive experiences with this course in their personal reflections.ConclusionsThe medical students exhibited increases in knowledge, self-efficacy, and system thinking after this weeklong intervention. The design of the course can be modified as needed and implemented at other institutions in low- and middle-income countries. A targeted long-term assessment of knowledge and attitudes is needed to fully evaluate the impact of this course.

On Capability-Based Requirements of Vocational Curriculum Development

Since the competency-based curriculum was introduced into China in the early 1990s, it has adapted to the institutional development of our country and achieved unprecedented development. In the course of competency-based curriculum implementation, we encounter the crisis of knowledge based, especially human-oriented curriculum view. But today, the aptitude -based curriculum concept is still the main guiding ideology of curriculum development in vocational colleges. This is because vocational education aptitude standard has the stipulation to the vocational curriculum development. This paper will discuss its regulation.

Discussion on Creating Junior High School English Interactive Curriculum Based on New Curriculum Concept

Discussion on Creating Junior High School English Interactive Curriculum Based on New Curriculum Concept

The Application of Scaffolding Instruction to Vocabulary Teaching in Primary School

Vocabulary is the foundation of English learning, and owing an amount of vocabulary at a certain extent is a necessity in improving primary students’ ability in listening, speaking, reading and writing. With the innovation of educational concept and reform of new curriculum, many new teaching approaches are emerged and applied in English class, and scaffolding instruction has showed its strong applicability in this specific teaching area. This article gives an introduction to its theoretical basis, Zone of Proximal Development theory and Constructivist theory, and considers about its steps and features, putting students in the central role at class. With the adoption of literature research method, this paper proposes some applicable strategies of teaching vocabulary based on scaffolding instruction.

Conceptual Understanding of Students Towards COVID-19 Pandemic: Basis for Inclusion in Science, Technology and Society (STS) Curriculum

The study has utilized a multi-methodology research design with assessment tests and a structured interview guide as instruments in gathering the data. In class 2020, there are 72 students and 8 Teachers of Science, Technology and Society (STS) who served as participants in the study. The assessment test was validated by three experts, Science, Technology and Society teachers with sciences as specialization and a professional education teacher. There are two types of instruments were used to gather data, these are (a) an assessment test and (b) structured interview guide. The assessment test is compose of two parts (I) the traditional multiple choice assessment test that is composed of 20 questions and (II) close-ended essay which consists of five questions. The structured interview guide is composed of one question “In your perspective, should ‘COVID-19 Pandemic’ be included in a STS curriculum? Why?” The results of the study have concluded: level of understanding of the students based from the traditional and essay assessment tests are both fairly satisfactory; level of conceptual understanding based from the relationship between the assessment tests has moderate positive correlation; the perspectives of the teachers regarding the inclusion of COVID-19 Pandemic concept in the STS curriculum, seven themes have emerged. The themes focused on addressing COVID disparities experience across multiple dimension and use it for curriculum formulation and empowerment of STS literacy. The study has recommended; heighten and strengthen the students’ conceptual understanding toward COVID 19 Pandemic through series of topics and teaching approaches; strategically include the concept of COVID-19 pandemic in the curriculum.

Practitioners’ Curriculum Conceptualization and Their Professional Participation in Curriculum Development and Implementation in Ethiopia

The purpose of this paper was to review practitioners’ conception and involvement in the curriculum development and implementation process. Different empirical works done in Ethiopia and reflections of lived experiences of the researchers were used as sources of this review. The results revealed that the dominant curriculum conceptualization of the practitioners was found to be consistent with the technical procedural curriculum conception. The participation of practitioners in Ethiopia faced varied challenges including academic qualification, power imposition, and failure to consider curriculum as a practical and a phenomenological study. Finally, the researchers forwarded relevant recommendations as detailed in the text.

Analysis of Ki Hajar Dewantara's Humanistic Education in the Concept of Independent Learning Curriculum

Education is a transformation in humans to achieve optimal self-actualization. The education process becomes a place to give freedom to every human being from a life that intimidates and seems to exploit. Education according to Ki Hadjar Dewantara is a form of freedom of thought for all humans. Ki Hajar Dewantara's concept of humanistic education is written in the philosophy "Ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani". Humanistic education uses the learning process to increase self-awareness, so that students can seek and find patterns of their quality. Self-quality can be seen through student responses in a series of activities. Self-quality has a relationship with potential, so students can be guided to accept the uniqueness of potential in order to be able to change aspects that are considered not optimal in themselves. The fruit of this thought forms the creation of an independent learning curriculum. The concept of this curriculum is that the process and method of learning can be determined by the education unit itself, so that each teacher can develop independently related to the preparation of the syllabus and lesson plans.

Assessment of Teaching Effectiveness of Science Ethical Issue Concepts in Basic Science and Technology Curriculum in Junior Secondary School, Gombe State

The study assessed the level of classroom conduciveness, appropriateness of stated performance objectives, teacher’s instructional techniques and evaluation procedures for effective teaching of science ethical issues in Junior Secondary School (JSS) basic science and technology curriculum. Ex post facto type of descriptive research design was adopted for this study. The study population comprised all the 286 public Junior Secondary Schools in Gombe State, Nigeria. One hundred and thirty-five schools were selected through simple random sampling techniques from three senatorial districts in Gombe State of which 45 JSS were selected from each district. Three hundred and fifty lessons on science ethical issues concepts in basic science and technology curriculum in Junior Secondary School in Gombe State were observed using Classroom Teaching Observation Schedule (r= 0.83) and adopting descriptive research. Findings indicated that classrooms were not conducive, instructional objectives not appropriate, ineffective instructional strategies and poor evaluation methods. It was recommended that basic science and technology teachers should pay more attention to ethical issues of science and technology in basic science and technology curriculum in Junior Secondary Schools in Nigeria to enhance students’ good citizenship in the society.

Examine the importance of teachers' participation in curriculum development

Curriculum has an essential importance in the field of Education. It is the most basic and foremost part of one’s Education and learning. Had there been no concept of curriculum, people would have been confused and misguided as to what to study and learn at what time. There would not have been any sequence of objectives and aims to be fulfilled for students’ learning. For the development of curriculum, there are many people who work together. There is always a special curriculum development committee with their core capabilities in the domain of curriculum designing. Having many different stakeholders for the process of curriculum development, this paper specifically highlights the critical analysis of importance of teachers’ participation in the curriculum development process. Not only in Pakistan, there are different contexts like South Africa, India and Turkey where the issue of applicability of curriculum into the classroom is found out. This paper is based on the critical commentary in which the first part of it discusses the general concept of curriculum and its development. Besides, it also discusses a bit of teachers’ involvement into the process along with mentioning rational and objectives of paper. The 2nd part of the paper critically analyses the previous researches which has talked about significance of teachers’ involvement in curriculum development process. Moreover, it has then touched to specific discussion of teachers’ involvement by moving forward to the encounters that teachers face in curriculum development process. Continuing on the same pace, it has then discussed how can teachers be prepared to put in their contribution in the beginning phase of development since they are not only supposed to work for implementation phase. Other than this, in the next part, the overall discussion has been concluded with author’s own stance regarding the topic. In the last part, some of the recommendations have been given to curriculum development authorities or committees to involve teachers in the process accurately so that the quality of education can be improved. Also, it will add to the improved interaction between the committee of teachers when they will work for the same cause.

Implementation of Chemistry Curriculum in Nigeria: Challenges for the 21st Century

The study examined the level of implementation of chemistry curriculum by teachers and the available material resources necessary for the implementation of the curriculum in Nigeria. The study adopted a survey design. A sample of 250 chemistry teachers in Nigeria were used for the study. The instrument tagged “Chemistry Curriculum Implementation and Material Resources Questionnaire (CCIMRQ) was used for study. CCIMRQ was prepared by the researcher and validated by experts in curriculum studies with a reliability co-efficient of 0.78. Data collected were analyzed using frequency counts, percentages and t-test. Results showed that more than 30% of Chemistry teachers in secondary schools in Nigeria did not implement effectively the four themes in the curriculum as they tend to skip some difficult concepts in the curriculum. Also, results of t-test analysis (t = 3.01, p=0.03) revealed that there was a significant difference between the teachers’ view on the problem militating against the implementation of chemistry curriculum and the adequacy of material resources. The study concluded that some chemistry teachers in Nigeria did not implement the chemistry curriculum effectively due to inadequate material resources and lack of mastery of the subject matter. To meet the challenges for the 21st century, chemistry teachers in Nigeria should be exposed to capacity building on the subject matter and be retrained on how to handle difficult concepts in the chemistry curriculum.

Strategic Research of Effective Teaching in Primary School Mathematics Classroom under the New Curriculum Concept

Strategic Research of Effective Teaching in Primary School Mathematics Classroom under the New Curriculum Concept

Measuring Sustainable Development Education for Information Technology Education Program Review using Staunch© Criteria Instrument

This article explains the results of a study that focuses on measuring Sustainable Development (SD) education for Information Technology Education (ITE) program review in UPSI. A Sustainable Development Education Model (SDEM) was constructed in this study using two integration approaches, namely a horizontal integration and a vertical integration. Both integration approaches were used to measure courses offered in the existing program with selected courses on the implementation of the SD education. The SD education in the selected programming and networking courses was measured using a self-assessment of sustainability criteria based on the Sustainability Tool for Assessing Universities Curricula Holistically (or STAUNCH©). STAUNCH© is an analytical software used to analyze courses and academic programs across all disciplines specifically on assessing the contribution of their curricula to SD. The software analyzed two parts of SD education evaluation which are curriculum evaluation and concept evaluation, using descriptive statistics with percentage cross-tabulation method. The results from the first part show that there is a normal distribution in ESD contribution by each course and a low indication on the grade strength for SD contribution in curriculum evaluation. The results from the second part show that there is a high importance to agree on the components used in the design of SD integration concept and an average rate of SD integration into the curriculum. For the teaching and learning method used, it was found that a cross-disciplinary approach, a mix-method approach, and a project-based learning (PBL) is extremely important for the successful SD integration into the curriculum. The study concludes that upon measuring the selected programming and networking courses in the ITE program, the SD integration within these courses are above average and necessary steps are needed to be taken accordingly. The study implies that SD education not only benefits the curriculum provider, but also the students because they are the future inheritors of technology as it benefits a sustainable future.

Changing Perspectives: Should We Integrate Pharmacology in the Clinical Phase?

Medical education has gone through tremendous evolution over the last few centuries. In the pre-Flexner and Osler era, medical education was mainly an apprenticeship-based model. After Flexner’s report in 1910, medical schools were more formalized in the West and became affiliated with universities. They ran four-year undergraduate courses comprising 2 years in preclinical basic science and two years in the clinical phase. Many other countries followed the British model, with five years of undergraduate training and one year of intensive internship training in the hospital. These knowledge-laden, didactic, teacher-centered courses could not produce skilled physicians to meet the challenges and health care needs of the 21st century. That is why innovative teaching methodologies were introduced in medical schools. Problembased learning, team-based learning, flipped classrooms, and integrated curriculum concepts were introduced. In Bangladesh, the medical education also going through a similar transition and heading towards an integrated medical curriculum. Pharmacology being a core preclinical science, is, in fact, at the cusps of clinical education. To produce competent physicians with good prescribing competency, knowledge of drugs is essential. In this perspective, pharmacology is a unique subject that should be integrated across all phases of medical education. Bangladesh Journal of Medical Science Vol. 21 No. 02 April’22 Page : 249-261

Perceived stress and study-related behavior and experience patterns of medical students: a cross-sectional study

BackgroundDistress and burnout are common in physicians. Both may already arise during medical training and persist throughout residency. An analysis of needs is necessary in order to develop target group specific curricular concepts at medical faculties. Aim of this study was to assess the perceived stress of medical students, to explore study-related behavior and experience patterns, and to investigate associated factors.MethodsWe conducted a cross-sectional survey of medical students at the Hannover Medical School. The web-based questionnaire consisted of 74 items and included two standardized instruments: the “Work-related Behavior and Experience Patterns” (Arbeitsbezogene Verhaltens- und Erlebensmuster, AVEM) and the “Perceived Medical School Stress” scale (PMSS). Students were asked to state their self-perceived actual stress level on a scale from 0% (no stress at all) to 100% (maximum stress). We performed a classification and regression tree (CART) analysis to identify factors that can discriminate between the four different AVEM patterns.ResultsFive hundred ninety-one medical students (female 75.8%, response rate: 34.0%) participated in the survey. The mean sum score of the PMSS was 37.2 (SD 8.3; median score 37, min.-max. = 18–65). Overall, 68.5% of the students showed a risk pattern (risk pattern A “overexertion”: 38.9%; risk pattern B “burnout”: 29.6%). Pattern G “healthy” was shown in 8.3% and pattern S “protection” in 23.1% of the students. Multilevel analysis revealed that the self-perceived stress level and the PMSS sum score were the most important predictors for the AVEM pattern assignment. Furthermore, academic year, gender, and financial dependency were relevant influencing factors: students in higher academic years with no financial support had a higher probability to be in risk pattern B whereas male students in the first academic year tended to be in pattern G.ConclusionsThe PMSS sum score could objectify medical students’ high self-perceived stress level. The majority of participating students showed a risky study-related behavior and experience pattern. Medical faculties should be aware of the still existing and relevant problem of stress and burnout among medical students. Our results lay the groundwork for an evaluation and further development of medical curricula at the own faculty.

Nurse Educators' Perceptions of Ecoliteracy in Undergraduate Nursing Education

Introduction: Increased human health concerns related to the natural environment and climate change are having a growing impact on nursing practice. This past year in Canada, for example, British Columbia reported the highest number of heat related deaths, followed by devasting forest fires in many provinces that have disproportionately impacted Indigenous Peoples. Nurses are well positioned to address the direct health impacts associated with climate change. As a result, nurses require an increased level of ecoliteracy to address the health impacts linked to climate change. The role of the nurse in addressing the health impacts of climate change are vast, ranging from direct patient care, education and advocacy, their role includes supporting individuals, communities, and populations to mitigate, adapt and build resiliency in the face of a changing climate. Background: Regulatory and professional associations support the professional emphasis on the significance of ecoliteracy yet there is insufficient understanding of the resistance to the content in nursing curricula. Although current literature supports an increased emphasis on the integration of ecosystem health concerns and the impact on human health within undergraduate nursing education, there is a paucity of empirical evidence regarding nursing educators’ perspectives on the subject. This study is a first step in gaining a greater understanding of the perspectives of nurse educators on ecoliteracy within undergraduate nursing education programs in one Canadian province. Methods: This qualitative research study included 13 nurse educators from three diverse academic settings. Data were collected using semi-structured, open-ended interview questions, followed by content analysis of the data. Results: Data analysis revealed five key themes: 1) Importance of ecoliteracy in undergraduate nursing programs; 2) Current integration of ecoliteracy concepts in curricula; 3) Future considerations for ecoliteracy content; 4) Barriers to the inclusion of content supportive of ecoliteracy in curricula; 5) Strategies to address barriers. While educators feel that ecoliteracy is important in undergraduate nursing, they noted that the current integration of climate content in the curriculum is uneven. Barriers and potential strategies to integrating this content are identified. Conclusion: The findings of this study can be used for curriculum revision and to stimulate innovation and research in nursing education. This study creates the opportunity for a larger scale replication study, pilot studies of the integration of concepts that would support ecoliteracy, and further research on the topic. This study identified that many complexities are involved in achieving ecoliteracy in nursing education and suggest that while threading of content can address the urgent need, further research is required to identify entry to practice requirements for undergraduate nursing programs.

Curriculum and freedom in planning in the moment

This article is the second in a series of myth-busters on the topic of planning in the moment. In this piece, I explain how concepts of curriculum and freedom are used within the praxis.

Perceived Impact of a Relationship-Based Care Curriculum.

Authentic client-centered practice is integral to positive health-care outcomes. This study examined facilitator perspectives of the See Me as a Person (SMAAP) relationship-based health-care curriculum. Qualitative phenomenological interviews were conducted with five facilitators of the SMAAP curriculum. The principal question and sub questions explored the facilitation and teaching methods, perceived impact of the curriculum, and the impact on health-care practice. The concepts in the SMAAP curriculum are translatable into practice and may improve health care; organizational culture, leadership, and time constraints influence impact. Relationship-based practice training can positively affect health-care delivery. Practitioners must be dedicated to the learning process; implementation should go beyond short-term training.

A New Integrated Teaching Mode for Labor Education Course Based on STEAM Education

In the current market full of the competition of talents, the current education has focused on how to cultivate the talents needed by the market, and STEAM education concept has also attracted widespread attention. STEAM education is a problem-oriented approach that can effectively improves students' independent thinking and problem-solving ability through multidisciplinary education. Since its proposal, it has been applied to many disciplines, including the labor education course. As a typical interdisciplinary course integration approach based on real scenario theme has provided new ideas for transboundary integration of labor education course. On this basis, the application of STEAM education concept in labor education curriculum was analyzed in detail in this paper to establish a new-type teaching method integrating science, technology, engineering, art, and mathematics while combining the problem-oriented thinking process. Correspondingly, according to the characteristics of the Bayesian network, a college student labor education course online self-study model was established. The Bayesian network mode and non-directive teaching mode were introduced to effectively improve the teaching effect of labor education courses. The study has found that after applying STEAM-based integrated teaching mode in labor education course, students' labor education course grade, labor skills, self-learning capacity, excitation exploration ability, analytical competence, team spirit, and sense of participation have significantly enhanced, indicating that this teaching mode is significantly superior to traditional teaching methods.