Component Of Curriculum Research Articles

How to choose a design thinking method for teaching the design of localization: A two-dimension linguistic fuzzy model with two-tuples.

There are many different types of scientific design thinking methods, but it is necessary to evaluate the applicability of the methods to the components of the design teaching curriculum in universities. Therefore, this study assesses the applicability of design thinking in terms of "design practice" and "locality" based on the local design education philosophy and the characteristics of the students and courses. A two-dimensional linguistic fuzzy model with two-tuples was proposed, and the assessment values of 36 experts were statistically analysed using the Delphi, triangular fuzzy number, Euclidean distance, two-dimension linguistic label (2DLL), and two-dimensional linguistic weighted arithmetic aggregation (2DLWAA) methods. The results highlighted the 12 categories of design thinking methods that are most applicable to teaching and learning, indicating the basic views of university design faculty on the application of design thinking methods. Finally, the new design teaching methods have been validated and constructed through years of teaching practice, and have some reference value for teaching design courses in universities.

Implementation of Model View Controller Architecture in Designing Outcome-Based Education (OBE) Curriculum Management Information System

The development of 21st century education demands the integration of practical and collaborative skills that are relevant to global needs, where the Outcome-Based Education (OBE) approach is the key to achieving measurable and clear learning outcomes. This study focuses on the design of an OBE-based curriculum management information system by implementing the Model View Controller (MVC) architecture and the Laravel framework which aims to overcome the constraints of manual curriculum management at Universitas Maritim Raja Ali Haji, which requires significant time to collect, organize, and analyze data, thus hampering lecturer productivity and interaction with students. The development of the system not only integrates various components of the OBE curriculum, but also creates a collaborative platform in curriculum management. Based on the results of the study that have gone through usability testing with the explorative test method, involving all sub-system designers and stakeholders, this system shows a high level of effectiveness, efficiency, and user satisfaction. Thus, this study is expected to improve the efficiency and effectiveness of OBE curriculum management, which contributes to improving the quality of education at the institution.

ВИКОРИСТАННЯ ПРОГРАМ ЗІ ШТУЧНИМ ІНТЕЛЕКТОМ У СЕГМЕНТІ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ПОТЕНЦІАЛ І ВИКЛИКИ

The involvement of artificial intelligence (AI) systems in the field of education/pedagogy is an irreversible process. The segment of general secondary education is promising for the introduction of AI services. Schools must provide students with basic skills and foster AI competence to prepare them for a high-tech future. UNESCO has developed a global regulatory framework for artificial intelligence. Some countries are already demonstrating successful initiatives to integrate new technology in schools. At the same time, the implementation of AI tools in the educational environment is a legitimate concern, because it is associated with high risks. In Ukraine, the study of various aspects of integrating AI technologies into secondary education is at an early stage. The purpose of the article is to study the advantages of implementing artificial intelligence tools in the segment of general secondary education, as well as some risks that teachers should be prepared for. The study is based on an in-depth analysis of numerous domestic and, particularly, foreign publications on the topic, and draws on the existing experience of testing various AI tools by educators and the author. Special attention is paid to the potential use of AI by students to improve learning outcomes through increased motivation, self-education and mentoring, personalized and interactive learning etc. Some challenges associated with the introduction of new technology, which is gaining momentum among students, are discussed, as well as suggestions on how to avoid the negative consequences of its incorrect use. In conclusion, it is noted that AI technology can help students develop creativity, innovation, creative abilities, providing a variety of tools and resources, as well as new opportunities for project and educational research activities. With the spread of new technology in general secondary education institutions, there is a need to change approaches to learning, including revising strategies for monitoring and correcting students' knowledge, skills, and abilities. It is timely to develop a methodology for teaching with AI in the context of various educational components of the school curriculum.

Designing a Citizenship Rights Curriculum Model for the Second Period of Elementary Education

Purpose: The present study aimed to design a curriculum model for citizenship rights for students in the second period of elementary education. It sought to examine the components of the citizenship rights curriculum, introduce the main components and categories forming this field, and ultimately provide an ideal model in line with needs assessment and educational context. Methodology: The methodology of this study was qualitative, utilizing a grounded theory approach. The collection and formulation of model categories involved 21 structured interviews with experts and teachers in the field of citizenship and civil rights education, followed by the validation of the proposed model using a member checking method. Findings: The findings of this research presented a model comprising 11 main categories including causal conditions, performance-based planning, contextual conditions, contextually oriented performance-based planning (political, economic, cultural, legal, and citizenship orientations), interveners (characteristics of teachers and learners), strategies (initial, educational, and feedback), and outcomes (enhancing student performance levels and creating a sustainable curriculum). Conclusion: Specialized multi-faceted planning was identified as the core category of the model. Finally, recommendations were provided.

Developing Topographic Map Study Skills in Advanced-Level Geography Students: A Teacher’s Experiences

Map work is a core component of the geography curriculum, but it presents unique challenges for both students and teachers. Students must have a high level of cognitive and conceptual development to read and interpret a map. Teachers, too, often find it difficult to instill the necessary skills for graphic literacy. The unique challenges associated with topographic map study skills are highly relevant to the choice of this subject. The primary goal of this study was to help advanced-level geography students improve their topographic map study skills. For this study, the action research method was used as a research method. Following the pre-test, four students with lower grades were chosen as a sample. Thematic analysis is performed on the data. This research found that most of the students in year 12 felt that they had some issues with incorrect topography identification based on map observation, incorrect recognition of standard symbols from map observation, incorrectly calculating the area of a map, difficulties comprehending the relationship between physical and cultural landscapes, and difficulties with reading and analysing a map. The research then revealed that students require fundamental knowledge of drawing, reading, and interpreting maps. It is also critical to teach map work in as practical a manner as possible. Teachers can use models as teaching aids and the group discussion method as a teaching method to help students develop these skills. Teachers’ peer intervention, individual attention, and discussion with friends all help to increase knowledge of basic topographic map concepts. It contends that the sophistication and complexity of the skills required to interpret topographical maps should not be underestimated. Teachers must be made aware of how students acquire map reading skills and the difficulties they face during this process so that teaching programmes that correspond to students’ levels of cognitive development can be developed. The study’s findings and recommendations have implications for geography teachers, textbook authors, and educational authorities, particularly those involved in curriculum and syllabus development.

Making a serious game (gamification) for generation Z medical students to learn, teach, and assess medical Physiology.

The concept of serious games and gamification in medical education is gaining attention due to its nature of curiosity and to engage the student's attention by simultaneous cultivation of their higher-level thinking without the experience of boredom. Significant differences were reported among the present medical students, generations Y and Z compared to earlier generations. The advancements in serious games for medical education fit well with millennial medical students' learning styles. Till date, there are no scientific research studies available in literature majorly using solo playing gaming experience for medical Physiology teaching, learning, and assessment in medical schools. In this unsystematic (narrative) review, the development and process in gamification for medical Physiology teaching and assessment has been analyzed. Inclusion criteria: list of articles from PubMed, Medline, and Cochrane by means of manual search with the key words include; gamification on Physiology teaching, learning; serious games created/developed for medical Physiology. Exclusion criteria include the articles not involving medical Physiology teaching, gaming app application, card board games, and quiz games. This review explores the difficulties and practical challenges encountered by a medical educator/doctor professional toward the development of solo playing gamified platform. Also further necessitates the user-friendly interface or apps that involve drop and drag options for serious solo playing games development for medical education. Additionally, insists the addition of gamification elements and artificial intelligence tools application as one of the components of curriculum as electives in medical schools for undergraduate and post graduate level. These will pave the way for medical educators to familiarize the gamification designing tools for various serious solo playing games for medical subjects' teaching, learning, and assessment.

INFLUÊNCIAS DE CONCEPÇÕES PARADIGMÁTICAS DA CIÊNCIA EM TEXTOS DE LICENCIANDOS DE CIÊNCIAS BIOLÓGICAS SOBRE ECOLOGIA

ABSTRACT: This article analyzed texts by undergraduates in Biological Sciences on the ecological theme, having as reference the paradigmatic conceptions of contemporary science: complexity, systemic and Cartesian. The research context was the Ecology Practice that is a curricular component of an undergraduate course in Biological Sciences at a public university in the Brazilian Northeast. The investigation employed a qualitative and quantitative approach with the objective of identifying the influence of paradigmatic conceptions of science in the construction of meanings of ecological themes by the undergraduate students participating in the research. The methodology combined the development of conceptual schemes and Statistical Implicit Analysis (SIA), which allowed viewing the implications of complexity and depth of the relationships established between conceptual variables present in the texts. The results indicated that different ecological themes suffer different paradigmatic influences. Systemic and complex conceptions were present in themes with conservationism and environmental impact, while consumerism was linked to the Cartesian paradigm. The research also corroborated the adequacy of mixed research approaches for the science teaching area.

The shifting sands of UK secondary music curricula: problematising relationships between aural training and music literacy

ABSTRACT This article, which is intended as a contribution to wider conversations around music literacy, explores current conceptions of music literacy within the UK, using the area of aural skills training as a focus. Specifically, it considers the nature of music literacy and aural training in secondary (ages 11–18) music curricula and the role of aural training in supporting the development of music literacy. Contemporary secondary music courses now explore a far wider range of musics than their historic counterparts, yet the ways in which these are taught, practised, and assessed continue to be driven by pedagogic models that were designed to develop music literacy within a narrower range of musics associated with a specific tradition. This is compounded by the fact that contemporary secondary music courses have become somewhat diluted in terms of their focus and the main curricular components (performance, composition, and listening/appraising) are unnaturally separated into disconnected areas of practice to conveniently be assessed in isolation. This article concludes by proposing potential enhancements that educators might consider as they look to develop a student-centred approach to aural training and how this might better support the development of multiple forms of music literacy within their curricula.

O ENSINO DE QUÍMICA NA INCLUSÃO DE SURDOS: A CONCEPÇÃO DA APRENDIZAGEM CONSTRUÍDA COLETIVAMENTE

ABSTRACT: Contemporary school dialogues with plurality and diversity. In this scenario, deaf students are included in regular classrooms and need to access curricular components in their first language, Libras (Brazilian Sign Language). These students have some noticeable difficulties, such as many chemistry concepts. Thus, this work seeks to identify these difficulties and how to transform them. This study emerged from a research with several investigation phases. In this text, we present part of the interviews conducted with Chemistry teachers and three deaf students who were High School seniors at an inclusive private school in the metropolitan region of São Paulo. As a result, the investigation identified the role of the Libras interpreter and his partnership with the teacher in this process, the perception that inclusion is a movement that requires the commitment of all those involved to resignify the process, and the need for adequate visual strategies for deaf students to understand chemistry.

ENSINO MÉDIO: CRIANDO UM PROJETO MORAL PARA GERENCIAR O FUTURO DOS JOVENS

Abstract In the present article I focus on discourses that contribute to making the syntagma life project meaningful to regulate the future of young people through moral education. In a theoretical- discursive and deconstructionist approach, based mainly on the notions of sedimentation and translation/supplementation, I argue that the discourse of the life project tries to establish the impossible social harmony, associated with neoliberal rationality articulated with ultraconservative demands. I argue that these records point to an impossible society without antagonisms and suffering in a future to be programmed. I conclude by defending the importance of leaving the future to the future-to-come and questioning the normativity of the high school curriculum proposal through the life project curriculum component.

Displaying the Moral Fiber: Exploring “Front of the Class” Film

This research is twofold in its objectives: first, to scrutinize the moral underpinnings depicted in the film “Front of the Class,” and second, to elucidate the educational ramifications derived from the themes portrayed therein. Employing a descriptive qualitative research methodology, this study delves into the dialogue exchanges among the characters, with particular emphasis on the protagonist. The findings reveal a spectrum of moral fibres in the film, including self-confidence, perseverance, earnestness, autonomy, amiability, patience, optimism, love, and humility. We recommend that educators leverage these insights to develop curriculum components focusing on moral education through cinematic narratives. Further, researchers should consider comparative studies with other films to broaden their understanding of the cinematic impact on moral development. These insights are anticipated to contribute to the broader discourse on moral fibres and extend practical benefits by enriching the educational experience for English students and fostering a deeper engagement with literary texts and cinematic narratives.

Resgate do brincar: reflexões no âmbito da educação física escolar

Play is an inherent and indispensable activity for child development that can be used with intention and quality in pedagogical action. The objective is to develop a narrative review of the literature on play in school physical education in early childhood education. Studies with different theoretical-epistemological approaches were used. The issues more latent was: (1) The manifestation of play in play enables the playful culture of those who allow themselves to play; (2) The importance of play as an educational practice that considers children as actors in the multiple dimensions of human expressiveness; and (3) The contributions of the physical education teacher to play in early childhood education. There are different childhoods and different social determinants that positively or negatively impact play. Reduced opportunities to experience play can be detrimental to the child. The curriculum component of physical education can be an important tool for promoting play in early childhood education. By emphasizing the importance of play for the full development of children, it is considered a privileged subject in physical education about the different ways of moving with spontaneity, creativity, meaning and significance.

Preparing Arabic Language Teaching Materials Based on Curriculum Components to Train Speaking Skills

Based on the official website of the Ministry of Religion, there are around 200 new institutions being established, both public and private, between 2020 and 2021. The basic need for newly established educational institutions is to have teaching materials that are in accordance with the vision and vision of each institution. mission, and in accordance with student needs and interests. One of the language skills that is the focus of attention is speaking skills, but not all teaching materials can answer every need of the new educational institution. So efforts are needed to develop and prepare teaching materials that can train speaking skills according to the needs and educational goals of an institution. Efforts to prepare teaching materials need to be supported by theoretical steps to make it easier for curriculum developers, because not everyone involved in educational activities has the ability to develop an appropriate curriculum. So this research aims to reveal the procedural stages in compiling arabic language teaching materials to practice speaking skills by referring to the components of the educational curriculum. This research uses a qualitative approach with inductive descriptive analysis techniques. The results of this research show that there are 7 stages in compiling teaching materials to practice speaking skills which are divided into curriculum construction. Determine the target users of teaching materials. Determine speaking skills material according to the student's skill level. Review the material that has been determined, and analyze the advantages and disadvantages of the method to be used. Choose one teaching method that suits the teaching material. Review the types of speaking skills that will be evaluated, whether for conversation or to express ideas, then formulate appropriate test questions. Determine the aspects of speaking skills that will be evaluated. Develop a test model that will used to evaluate speaking skills.

Development of an EFL Curriculum Components to Promote Intercultural Communicative Competence for Chinese College Students

This study aims to develop a curriculum based on production-oriented approach (POA) and third space theory to enhance intercultural communicative competence for college students and study the results of the implementation. Intercultural Competence Test (ICT) was administered to collect data. A total of 35 respondents were recruited from Nanfang College, Guangzhou, China. Descriptive statistics were applied to test any significant difference between pretest and post-test. The results showed that the respondents in the participating curriculum demonstrated preferences for certain strategies and significant differences were founded between pre-test and post-test. Yet, these findings are compromised to due to the small sample size, and a large-scale survey is needed to verify the results.

Developing Curriculum Component to Upgrade Students’ English Language Acquisition

This study aims to investigate the effect of developing curriculum components on upgrading the students’ English acquisition in State Islamic Institute (IAIN) Sorong, Southwest Papua Province Indonesia. Developing curriculum components presented goals, contents, approaches, methods, and evaluation precisely is to know the students’ English acquisition covering vocabulary, grammar, listening, speaking, reading, and writing skills. The sample size for this study comprises 72 students consisting of 36 students from Class A and 36 others from Class B, representing the experimental group and a control group. Those groups were selected based ona partitional clustering method. An experimental design was employed to conduct the study, which involved gathering quantitative data from the pre-test and post-test. It was to obtain the students’ English acquisition achievements. To analyze the collected data, SPSS is used for a precise and efficient process of the various necessary outputs describing meaningful conclusions. The pre-test findings conclude no significant difference in students’ achievement before treatment.After treatment, the post-test found the t-value was greater than t-table (t-value 4.690 t-table 2.000). This data strongly indicates a positive impact of developing curriculum components to improve students’ acquisition of English elements for the experimental group. This means the study summarized and emphasized the development of curriculum components precisely, structurally, systematically, and professionally for the teachers to upgrade their students’ acquisition of English elements significantly.

Posner의 교육과정 분석이론을 활용한 2015 개정 초등학교 저학년 통합교과 교육과정과 IB PYP 교육과정 분석

This study aims to provide foundational information for the development and implementation of a more flexible and practical integrated curriculum by analyzing the 2015 revised lower elementary integrated curriculum and the International Baccalaureate Primary Years Programme (IB PYP) curriculum. Drawing on Posner’s (1994) curriculum analysis theory, the analysis focuses on key questions related to curriculum development background, objectives and content, implementation, and critique in four categories. The findings are as follows: Firstly, in the curriculum development process, emphasis was placed on integrating students’ lives into interdisciplinary themes to connect with instructional learning. Secondly, differences were observed in the translation of educational philosophies into tangible curriculum components. Thirdly, challenges were identified in the operation of concept-based curricula centered around non-disciplinary themes in both the 2015 revised lower elementary integrated curriculum and the domestic execution of the IB PYP curriculum. Fourthly, the 2015 revised lower elementary integrated curriculum still reveals a connection to the framework of ‘subject-based’ education and struggles to break away from it, while the domestic implementation of the IB PYP curriculum faces difficulties in designing integrated inquiry units that align with the achievement standards of the national curriculum. Through these observations, implications for the development and implementation of a more flexible and practical integrated curriculum centered around non-disciplinary themes are presented.

TEACHING PRACTICES IN THE NEW NORMAL: QUALITATIVE INQUIRY (SRI LANKA CASE)

The public education system shifted towards one centered on information technology due to the COVID-19 epidemic. Hence, in recent years, online learning has emerged as a substantial curriculum component at several educational institutions in Sri Lanka. The present investigation explores the pedagogical practices in Sri Lankan government universities in the new normal via a qualitative approach by interviewing eight instructors in eight public universities. The findings revealed that the pedagogy has shifted to an online context with the pandemic, and the education system continuously applies online teaching, assessment, and evaluation techniques. Teachers and students initially encountered various issues in the new normal, including technical difficulties, economic conditions, and a lack of available resources for integrating IT into the education pedagogy. Hence, current practices should continue facilitating digital infrastructure and blended approaches for better outcomes. The authors recommend that policymakers and authorities take high responsibility for building an effective IT-based strategy. It is vital to train educators and encourage them to fully utilize the recent movement towards online instruction by supplying all the necessary technological skills. Training educators and encouraging them to utilize the recent movement towards online instruction entirely is vital by supplying all the necessary technological skills. The government should provide essential infrastructure and facilities to institutions while working toward creating a welcoming atmosphere within universities. Giving encouragement and financial aid to students is critical to alleviating student pressures while transitioning to online learning methods. Policymakers must consider the significance of the human component and realize that technology alone cannot solve every problem. The present transition in the educational system demands implementing a strategic framework to identify the strengths and address the shortcomings.

Early exposure to anesthesiology: a summer preceptorship program for first-year medical students

Introduction A 4-week summer preceptorship offered first-year medical students early exposure to anesthesiology following their preclerkship courses in pharmacology and cardiopulmonary physiology. The main objective was to provide students with clinical skills and prepare them for rotations while immersing them in a unique experience, introducing a specialty not covered in core rotations. Methods Participants were selected via their responses to an application. In addition to shadowing anesthesiologists, curriculum components included weekly faculty lectures on core aspects of anesthesiology (introductory basics, perioperative drugs, airway, and crisis management); multiple simulation labs (workstation setup, intubation clinics, intravenous and central line placement, ultrasound techniques); research opportunities; and mentorship from physicians and senior medical students. The program culminated in each student successfully leading a simulated case to receive a certificate of completion. Results A survey of 15 participants revealed significant improvements in ability to intubate (P < 0.05), ability to perform a transthoracic echocardiogram (P < 0.05), interest in anesthesiology as a specialty (P < 0.05), and preparedness for future rotations (P < 0.05). Discussion This program accelerates clinical exposure for preclerkship students, providing insights into anesthesiology early in their medical journey. It provides research and mentorship, fosters professional growth, and enhances individual competitiveness for residency program applications.

LA ENSEÑANZA RELIGIOSA EN LAS ESCUELAS INDÍGENAS DE PERNAMBUCO

The study aims to understand the struggles and resistances embedded in indigenous territories in Pernambuco, inserted in their religious traditions, contrary to the colonial heritage and the experiences and achievements of a pedagogical nature in indigenous schools, involved in the promotion of specific, differentiated and intercultural education, in their interfaces with Religious Education. Currently, in Pernambuco, the indigenous peoples of Atikum, Entre Serras Pankararu, Fulni-ô, Kambiwá, Kapinawá, Pankarará, Pankararu, Parankarau Opará, Pankaiwka, Pipipã de Kambixuru, Pipipã Terra and Água, Tuxí, Tuxá, Truká, Xukuru de Cimbres and Xukuru do Ororubá. The approach presented was directed to the study of the curricular component of Religious Education in indigenous schools, in the light of the Official Curriculum, articulated with the Thematic Axes of Indigenous School Education of Pernambuco, considering the differentiated and specific teaching, which underlie the thematic axes and base the construction of methodologies based on the perspective of interculturality. Finally, the relevance of indigenous religious tradition and spirituality within the school space will be analyzed, appreciated as emic categories, in contexts of identity strengthening, articulated with the societal projects of each people.

Menanamkan Jiwa Kewirausahaan Peserta Didik di Sekolah Islam

Economic problems are problems that arise when wants and needs exceed available resources. People who have unlimited wants and needs, while the available resources cannot meet these needs, then economic problems arise from there. The objectives of this research are (1) to find out the objectives of entrepreneurship learning for students (2) to find out the components of entrepreneurship learning for students. This research uses library research methods. The results of this research show: (1) the aim of entrepreneurship learning is to provide provisions for students and instill attitudes, values and a spirit of independence as well as the ability to collaborate and embed the entrepreneurial paradigm or mindset in students. (2) The curriculum components must include education (educational, creativity, multiple intelligence), types of work/occupation (occupation, vocational subject matter) and entrepreneurship/entrepreneurship.