Current Curriculum Development Research Articles

Analisis Kebutuhan Pengembangan Media Pembelajaran Flipbook Pada Pembelajaran IPA Untuk Siswa Kelas V Sekolah Dasar

Learning media is something that acts as an intermediary between the provider of information (teachers) to the recipients of information (students) with the aim of providing a stimulus to students so that they are motivated and can follow the learning process as a whole and meaningfully. Flipbook media is a combination of text, animation, sound, video, and so on. Flipbook in accordance with current curriculum developments. This is due to the emphasis on science lessons on modern pedagogic dimensions in learning. This study aims to describe the use of flipbooks in science learning using the PBL model with the SETS approach. This type of research includes qualitative descriptive research. The use of appropriate learning media, models and approaches can optimize students' understanding in learning. The research results of learning objectives can be achieved because it is supported by the use of learning media. In order for learning to run effectively and efficiently, the selection of learning media must be arranged appropriately and in accordance with the needs of students so that learning objectives can be achieved.

Christian Religious Education, Null Curriculum, Learning Strategies, and Inclusiveness in Indonesia

Based on this research, this paper sought to showcase the work of the zero curriculum in light of the rapid curriculum changes in Indonesia. Christian education has not been an exception to the curriculum changes over time. The curriculum and learning strategies for Christian Religious Education remain at the stage of compartmentalizing the curriculum for children, youth, adults, and the elderly. According to researcher, Null Curriculum becomes a counterweight when the null curriculum becomes implicit in homes, churches and schools. It attempts to be honest with the existence, culture, religion, customs of each learner and the locality of school, church and home. Null curriculum represents something of paradox in the midst of the onslaught of curriculum shifts. Curriculum paradoxes become crucial by incorporating procedures such as critical analysis, art and drama as interludes in the formal curriculum, such as the current curriculum development in Indonesia known as the independent curriculum. Research conducted in this study is categorized as qualitative research through a literature review, using secondary sources from a variety of recent journals that bring together Christian religious education, null curriculum, learning strategies and the dialectics of curriculum in Indonesia. Results showed that null curriculum at home, school and church levels ought to be reconsidered by curriculum users and beneficiaries as part of null curriculum participation in terms of content, flow of change and inclusiveness. Null curriculum as an ongoing curriculum through curriculum transformation in the midst of ignoring the urgency of the dimensions of Christian orthodoxy as finalities that get responses, responses and criticisms when encountering learning strategies in learning spaces.

Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019

In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research.

Exploring the Practical Teaching Reform of Network Courses

With the transformation from normal college to applied university, the professional courses of science and engineering pay more attention to the transformation of theory to practice, and practical courses are put in an increasingly important position. Computer Network Courses originally had strong applicability, monotonous teaching methods aren’t more suited to the current curriculum development needs. This article starts from many aspects and tries to analyze and study the practical teaching mode of network courses, so as to improve the teaching quality of these courses in essence so that the teachers can fully understand the theoretical knowledge and at the same time it strengthens the investment in practical teaching, and actively promote students to carry out experimental activities, and finally allow students to absorb and digest heretical knowledge in practice.

Calculus in European classrooms: curriculum and teaching in different educational and cultural contexts

In this paper we provide a first overview of the landscape with respect to calculus teaching in European classrooms, an area where research is very limited. In particular through a small expert-based survey and a literature review, we trace the development of calculus teaching at schools in a number of European countries and identify commonalities and differences. In the current curriculum developments, we notice a reduction in the content of calculus and a more informal approach. The use of digital tools has started to be integrated in calculus teaching in most countries. However in some nations, teaching of calculus in the classroom is rather traditional, focusing on procedural aspects of knowledge. Moreover, in cases where more informal and conceptual teaching approaches are used in the classroom, often contradictions seem to exist with other contextual matters such as examination requirements. Finally, we discuss the future of calculus teaching in Europe.

Evidence-Based Chiropractic Education: Are We Equipping Graduates for Clinical Practice with Improved Patient Outcomes?

Evidence-based practice has emerged as a driving factor in current curriculum development in chiropractic education. This commentary discusses educational strategies incorporating evidence-based practices in the doctor of chiropractic curriculum and explores whether all five steps of the evidence-based process and patient outcomes from evidence-based practice are being assessed.

Promotion of family-friendliness at the Medical Faculty of Freiburg - taking stock of study participation.

The survey on family-friendly study organisation in medical schools conducted by the University Hospital in Ulm has identified a need for improvement in various respects in Freiburg. Due to the specific structure of medical school and the high amount of mandatory lectures, students with children face serious problems in balancing family life and their studies at the same time. On the other hand, the freer, modular structure of the clinical curriculum in Freiburg has been mainly rated as positive by the interviewees. In order to improve the situation of students with children, the interviewees favour a more flexible curriculum in general as well as an increase in information and advice services offered by the faculty.In the first place, the results of the study encourage us to maintain the modular structure in the final two clinical years in Freiburg in view of current curriculum developments. Additionally, we aim to offer targeted support to students with children. Furthermore, a wider range of e-learning supported lectures is to help students manage their studies with childcare and family obligations.

Opportunities for geography in the New Zealand senior secondary school in the context of current curriculum developments

Abstract: Current curriculum developments will provide a new framework for the teaching of social sciences, including geography, in New Zealand secondary schools. This article outlines recent challenges faced by the subject, and the development and likely nature of the new curriculum. Some ways in which teachers can plan and implement innovative programmes within the framework of the existing syllabus and the new curriculum are suggested.

Making links between learning in early childhood education and school using the 'key competencies' framework

When children start school it is not just a transition to a new physical context, but also an entry point to a new 'culture' where aspects of teaching, learning and assessment are different, and hence what it means to be a learner is constructed differently. In recent years, there has been increasing interest in making links between school learning and prior to school learning, but considerabel debate about how this can be achieved, given the systemic differences between the two sectors. This paper explores som of the issues for teachers and considers the potential of the current curriculum developments to enhance these links.

Environmental engineering education in North America

The field of environmental engineering is rapidly evolving, and environmental engineering education programmes have been forced to try to keep pace. Keeping up with all of these changes has been difficult for many university programmes, particularly those that do not have a separate environmental engineering curriculum. As a result, many universities are establishing separate environmental engineering degree programmes or even creating a separate Department of Environmental Engineering. This paper describes current curriculum development activities in North America and efforts to accredit these programmes. It also describes the structure and operation of the Association of Environmental Engineering and Science Professors (AEESP), an organization in North America that is dedicated to improving environmental engineering education.

An investigation of the methods used by australian mathematics teachers to keep abreast with current curriculum developments

This paper reports on the findings of a survey of Australian mathematics teachers. A review of the literature suggested professional reading, inservice programs, conference attendance, seminars, textbooks, and other teachers as sources used by professionals to keep up to date. A survey was conducted to determine the methods used by mathematics teachers who are attempting to become conversant with current mathematics curriculum developments. The data obtained from the survey suggest that, as a group, Australian mathematics teachers infrequently undertake professional development activities.

The use of role-play and psychodrama in the education of the dental undergraduate.

The delivery of effective information flow through self learning, critical thinking and problem solving is one of the objectives of current curriculum development within the Dental Faculty of the University of Hong Kong. These objectives reflect a desire to encourage skills related to 'comprehension learning' and 'meaning orientation' rather than 'rote' learning and 'surface' approaches. This paper explains the way in which role-play and psychodrama are used in an effort to achieve these objectives.

Information technology in the National Curriculum: a view from Scotland

Abstract This paper examines the proposals for Information Technology (IT) in current curriculum developments in England and Wales and in Scotland. It points out significant differences between the pattern of curriculum developments in these two parts of the United Kingdom, noting in particular, that developments under the heading of The National Curriculum do not apply in Scotland. Nevertheless, IT developments in Scotland have many similarities to those in the rest of the UK and it is from this shared experience that a view is offered as to whether the proposals under The National Curriculum will allow IT to reach its full potential to shape the curriculum and to improve learning and teaching styles. Among the issues considered are the interplay between IT and the curriculum, the impact of IT on learning and teaching and the fundamental question as to whether the system—pupils, teachers, staff management and staff development arrangements—are likely to be able to respond to the National Curriculum proposals.

Evaluating for development: A strategy for the evaluation of curriculum change at the local level

Abstract A strategy for the local evaluation of nationally initiated curriculum change provides the substance of the paper. Problems associated with the evaluation of categorically funded projects, particularly at the local level, are discussed and a framework which meets some of these concerns is outlined. The framework links policy formation to evaluation and a formative process in an attempt to embed such local evaluations within a developmental context. The framework can be used at the project, school and classroom levels and by the range of people involved in the initiative, e.g. teachers, evaluators, coordinators, advisers. A variety of framework patterns are also described. Although the framework was initially developed for the MSC's TVEI Evaluation Unit, it is applicable across the range of current curriculum development initiatives.

Computer-Based Education in Prison Schools

The PLATO Corrections Project (PCP) is implementing PLATO computer-based education in Illinois prisons. Since October 1975, the PCP staff has assembled a pre-GED and GED curriculum of over 400 already available PLATO lessons; has developed the PCP instructional management, communications, and evaluation system; has designed an instructor training package; and more recently has developed forty hours of mastery-based instruction in adult reading comprehension and vocabulary development. Some 2,000 students and 120 staff in three Illinois prisons have used the system for over 32,000 hours. The PCP network also has expanded to the Minnesota Department of Corrections. Data collected on student/instructor usage, attitudes, and achievement demonstrate that the PCP System is feasible, attractive, and effective in corrections education. Moreover, educational strategies employed in PCP's current curriculum development program will form the basis for a comprehensive basic skills curriculum for educationally disadvantaged youth and adults.

Curriculum Components and Organization

THIS CHAPTER is concerned with the evaluative research relating to curriculum components and organization that was completed during the period covered by this issue of the REVIEW. Unimaginative descriptive reports and many studies uncritically designed and employing less than rigorous analytical techniques have been excluded. In preparing this chapter, the reviewers followed the procedures described below. After the standard compilations of educational research were surveyed, a tentative bibliography was compiled. This bibliography was supplemented by telephone conversations with persons actively engaged in major curriculum revision projects as a check on the literature survey. Standards were established by which each study in the tentative bibliography was judged. These standards included such criteria as the relevance of the problem to current curriculum development, the adequacy of the experimental design, and the appropriateness of the statistical treatment of the data.

Symposium Current Curriculum Development

Symposium Current Curriculum Development