Science Curriculum Development Research Articles

What do Teachers Say about Inclusion of Epidemic Diseases in the Science Curriculum?

This study was carried out to determine the views of science teachers about the inclusion of epidemic diseases in science curriculum. Phenomenology, one of the qualitative research designs, was used as the research design in the study. The study group consists of six science teachers who have at least five years of experience and have participated in the development of science curriculum in previous years. A semi-structured interview form consisting of five questions, whose content validity was provided by taking expert opinion, was used as a data collection tool. Code, category and themes were created by analyzing the content of the teachers’ opinions. As a result of the study, inclusion of epidemic diseases, which has become a current topic all around the world, into the science curriculum; reasons, advantages and disadvantages, class level, achievements that can be included in the program were evaluated according to the views of science teachers in terms of teaching methods-techniques and materials also it was emphasized that the subject of epidemic diseases should be included in the science course curriculum. Suggestions that in line with the findings of the research were made to the developers of the science course curriculum and researchers.

What do Teachers Say About Inclusion of Epidemic Diseases in the Science Curriculum?

This study was carried out to determine the views of science teachers about the inclusion of epidemic diseases in science curriculum. Phenomenology, one of the qualitative research designs, was used as the research design in the study. The study group consists of six science teachers who have at least five years of experience and have participated in the development of science curriculum in previous years. A semi-structured interview form consisting of five questions, whose content validity was provided by taking expert opinion, was used as a data collection tool. Code, category and themes were created by analyzing the content of the teachers’ opinions. As a result of the study, inclusion of epidemic diseases, which has become a current topic all around the world, into the science curriculum; reasons, advantages and disadvantages, class level, achievements that can be included in the program were evaluated according to the views of science teachers in terms of teaching methods-techniques and materials also it was emphasized that the subject of epidemic diseases should be included in the science course curriculum. Suggestions that in line with the findings of the research were made to the developers of the science course curriculum and researchers.

Implementasi Model Pembelajaran Think Pair Share (TPS) Berbasis Lesson Study untuk Meningkatkan Aktivitas Belajar dan Keterampilan Metakognitif Mahasiswa pada Matakuliah Pengembangan Kurikulum IPA SMP

21st century learning is learning oriented to the formation of students who have the skills or skills needed in living the 21st century life, such as being able to communicate and collaborate well and have metacognitive skills. Improving the quality of education is important, one of which is improving the learning process in the classroom by applying learning models that can develop students' abilities. One of them is by applying the Think Pair Share (TPS) cooperative learning model. The purpose of this study was to improve learning activities and metacognitive skills of Biology Education students in the Science Curriculum Development course at SMP Negeri Malang State University. This type of research is Classroom Action Research based on Lesson Study (PTK-LS). The research approach used is descriptive qualitative. The results showed that: 1) the percentage level of the implementation of the Think Pair Share (TPS) cooperative learning model was very good, namely 80%; 2) student learning activities in semester VII have increased by 2.01%; and 3) the metacognitive skills of seventh semester students have increased by an average of 2.26. The conclusion is that the Think Pair Share (TPS) cooperative learning model can improve student learning activities and metacognitive skills.

مدى تحقيق مشروع تطوير مناهج العلوم الطبيعية لأهدافه من وجهة نظر المشرفات التربويات و معلمات العلوم بالمملكة العربية السعودية

This study aims to evaluate the developed science curriculum implemented in intermediate and secondary schools, which has been developed by accommodation of global foreign scientific series resembled by Mc Graw Hill series through dealing with the data collected as feed-back from supervisors and teachers of science at intermediate and secondary schools (women) in KSA. (At Najran regoin).This study tries to give an answer to the main question:To what extent could the developed science curriculum succeed in achieving the objectives of the project of development?A number of sub-questions arise from this main question.The Researcher used the descriptive analytical research methodology. Tools of the study were a questionnaire to be answered by teachers and supervisors of science in intermediate and secondary schools at Najran rejoin. The data collected was analyzed by using SPSS package. The results achieved were as follows:- Supervisors and teachers accept the idea of development of science curriculum by accommodation.- They agree about the effectiveness of the developed science curriculum in achieving the objectives of the project of of science curriculum development in line with global standards.The researcher concluded with the following recommendations:- Greater care should be given to the laboratories and equipments.- Ministry of education should support and motivate teacher's professional activities.

Emergent themes and pragmatic research methods for meaningful cultural representation of Blacks in multimedia products for the science classroom

ABSTRACT Going beyond ceremony to meaningfully integrate the lived experiences and narratives of Blacks particularly African Americans in the science curriculum, requires pragmatic research methodologies. K-12 science curriculum development neither considered the needs of African Americans nor were developed with Blacks in mind. Many questions arise related to what might be considered important for Blacks to know and moreover, who should make this determination, and from whose perspectives. This research used a multifaceted approach that was interdisciplinary and multidisciplinary in content and methodology. Considerations were given to social, cultural, historical, political, cognitive, and scientific lenses. This particular study explored considerations that led to the creation of two kinds of multimedia products – video clips and an animation. This research explores how the lived experiences and narratives of African American Gullah Geechee of the southern Coasts of the United States might be integrated into the science curriculum using video clips. This research also investigates the creation of a culturally representative animation to explicate considerations that were made when using the social, cultural, and historical underpinnings of Blacks in America. The research highlights the research methodologies and the meaning of representation, that have important implications for meaningful Black cultural representation in the science curriculum.

The role of collective sensemaking and science curriculum development within a research–practice partnership

AbstractThis study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds light on the constrained autonomy teachers experience resulting from internal and external pressures. This study examines the collective sensemaking process of researchers while developing a high school genetics curriculum. By examining the collective sensemaking of the areas of tension that arose during the curriculum design process, the problem space of researchers expanded and became more aligned with the problem space of teachers. Collective sensemaking encouraged the humanizing of teachers by centering their content, contextual, and social needs. In addition, this study suggests that gatekeeping can result from many factors; but through collective sensemaking, researchers can intentionally design to resolve said factors.

Importance of Including the Role of Clinical Medical Librarian in Library and Information Science Curriculum Development: A Review

JULA provides a forum for the publication of research and developments done by university library professionals and opens the doorways to explore the current topics related specifically to university library profession. Full text articles available.We invite you to contribute scholarly work to ‘Journal of University Librarians Association (JULA)’, which is a double-blind peer-reviewed, biannual journal of University Librarians’ Association, Sri Lanka.Journal of the University Librarians Association of Sri Lanka is now indexed in EBSCO and LISA.

“Now, I See”: Multicultural Science Curriculum as Transformation and Social Action

A case study for documentation of rich descriptive information about developing a multicultural science curriculum is the focus of this study. Three elementary preservice teachers challenge their ideas about science teaching and the urban context as they plan, teach, and assess their teaching of a multicultural science curriculum. Banks’ typology of multicultural curriculum reform was used as an instructional approach in a teacher education course and the analytical framework for this study. The findings of the study communicate three important points of discussion and implications for teacher education, science education, and multicultural curriculum development. Preparing teachers for urban schools dictates an explicit foundation and intentionality to expanding views about teaching and multiculturalism in urban classrooms, especially in the context of science education. The preservice teachers see the benefit of teaching science as Transformation and Social Action not only for their students but also for themselves as multiculturally-minded science curriculum developers.

The Rockefeller Team Science Leadership training program: Curriculum, standardized assessment of competencies, and impact of returning assessments.

The ability to effectively lead an interdisciplinary translational team is a crucial component of team science success. Most KL2 Clinical Scholars have been members of scientific teams, but few have been team science leaders. There is a dearth of literature and outcome measures of effective Team Science Leadership in clinical and translational research. We focused our curriculum to emphasize Team Science Leadership, developed a list of Team Science Leadership competencies for translational investigators using a modified Delphi method, and incorporated the competencies into a quantitative evaluation survey. The survey is completed on entry and annually thereafter by the Scholar; the Scholar's primary mentor and senior staff who educate and interact with the Scholar rate the Scholar at the end of each year. The program leaders and mentor review the results with each Scholar. The survey scales had high internal consistency and good factor structure. Overall ratings by mentors and senior staff were generally high, but ratings by Scholars tended to be lower, offering opportunities for discussion and career planning. Scholars rated the process favorably. A Team Science Leadership curriculum and periodic survey of attained competencies can inform individual career development and guide team science curriculum development.

THE ROLE OF HIGHER EDUCATION POLICY AND THE DEVELOPMENT OF MANAGEMENT SCIENCE IN THE INDUSTRIAL REVOLUTION 4.0: A PERSPECTIVE FROM INDONESIA

The development of digital technology has disrupted a variety of human activities, not only as a driving force for the economy but also in the fields of science and technology and higher education. The industrial revolution 4.0 era has influenced higher education policy, teaching, and development of management science in universities. This article focuses to discuss the role of higher education policy and the development of management science in the era of industrial revolution 4.0. Based on theoretical studies and relevant literature reviews, the author argued that the challenges of the industrial revolution 4.0 must be responded quickly and appropriately by all stakeholders to be able to anticipate changes in the world and increase the competitiveness of the Indonesian college student in the midst of global competition. The management science curriculum development must emphasize the fields of Science, Technology, Engineering, and Mathematics. Management science should refer to learning based on information and communication technology, the internet of things, big data, and computerization. Furthermore, management science is expected to create higher thinking order skills (HOTS) for higher education students. Finally, management science is also expected to provide teaching and have noble values, spiritual values, wisdom, and the element of human touch.

Development of an Energy Science Curriculum

The purpose of this paper is to describe a three-year limited-run offer of an energy science certificate in the University of Hawaii at Hilo campus, along with lessons learned that can be of use to other institutions considering comparable programs. Energy science is a loosely defined discipline that traditionally straddles physics and mechanical, electrical, and chemical engineering, and that can be offered based in any one or a combination of the above programs. Significant components in the life sciences and social sciences can be included as well. With the global trend to switch to clean or renewable energies, a significant number of job openings in this field is expected.

Saudi science teachers’ perceptions of the cultural factors influencing elementary students’ science learning

This mixed-methods research study explored Saudi Arabian elementary science teachers’ perceptions about and conceptualizations of cultural factors (i.e., social, parental, and school) that influence students’ engagement with and learning of science. A descriptive and inferential analysis of survey data from 398 male and female teachers (with broad Saudi geographic representation) confirmed that cultural factors had the statistically greatest impact in the Northern and Eastern provinces and that intimating a close relationship between geographic region and teachers’ perceptions of cultural influence. A thematic analysis of qualitative interviews (N = 30) provided additional insight into the ways in which the teachers conceptualize the connection between culture and students’ science learning. They expressed the view that students’ immediate environment, everyday life, and exposure to technology augmented their science learning while their home culture, media, and faith interfered with the same. The results and findings of this study are relevant to Saudi science education teachers, policy makers, and curriculum developers.

Scaffolding design to improve pedagogical competence of natural sciences for pre-service biology teachers

This research aimed to develop the curriculum and module of natural science curriculum development for junior high school subject. This work is a research and development study. The development model used in this research was ADDIE. The results of validator assessment for the suitability of teacher’s qualification standard for the content knowledge = 3.8 (extremely valid). The suitability of teacher’s qualification standard for the content of pedagogical = 3.9 (extremely valid). Then the curriculum is developed into a module. The design of module is according to the principle of scaffolding. The most basic level contains the most complete example of cross-disciplinary integration. The second level is about the integration between sub-disciplines in science, the completeness of the example is reduced. Scaffolding at the highest level, fewer examples. The third level concerns aspects of pedagogical skills. Examples are given in two forms namely Curriculum 2013. Module 2 and 5 gaining 100% responses liked by the students are categorized practical. The hardest one to be understood is module 4. Module 2 is the most effective one in which the students achieved the highest score of 96. Module 3 is the most difficult one to be completed; the students’ mean was 47.

The meaning of ‘experiment’ in the intended chemistry curriculum in China: the changes over the period from 1952 to 2018

ABSTRACTThe term ‘experiment’ is used in different ways to mean different things in school science. This study examines the meanings of ‘experiment’ and how they have changed in the intended chemistry curriculum (ICC) in China since the early 1950s. A mixed methodology was adopted to analyse the 11 ICC documents from a socio-historical perspective. The qualitative analysis identifies four meanings of ‘experiment’ in these various documents: (1) subject content, (2) pedagogy, (3) scientific processes, and (4) inquiry. The quantitative analysis shows that the frequency of two meanings of ‘experiment’, subject content and pedagogy, has decreased while two other ones, scientific processes and inquiry, has experienced an upward trend during the period under study. While analysing five typical ICCs in different decades, it was found that the distribution of the four meanings of ‘experiment’ in these ICC documents has become more balanced from the past to the present. Moreover, explanations are provided for the changing tendencies and the distributions of the four meanings of ‘experiment’ in the social contexts of China. The implications for science curriculum development, science teacher development, and future research are discussed in the last part of this paper.

Cross-cutting concepts as Perspectives in Science Curriculum Development

Cross-cutting concepts as Perspectives in Science Curriculum Development

Development of a Medication Safety Science Curriculum for Nursing Students.

Medication errors, now thought to be 4 times greater than previous estimates, harm patients, families, health care institutions, and nurses themselves, who are second victims of their mistakes. Current nursing education may lack coherent medication safety frameworks other than the classic Five Rights construct. This project piloted an educational intervention with senior associate degree nursing students based on high-reliability organization (HRO) safety principles. Subjects evaluated the HRO safety concepts learning experience positively and improved pretest to posttest scores by 74%. This study demonstrates subjects' ready acceptance and comprehension of HRO safety theory as applied to medication safety, an alternative to the Five Rights construct.

Applying the Next Generation Science Standards to Current Chemistry Classrooms: How Lessons Measure Up and How to Respond

With the introduction of the Next Generation Science Standards (NGSS), curriculum and professional development have had to change rapidly to fit the new standards. To aid with those changes, the EQ...

Controversies in Science

Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature addressing socio-scientific and historical controversies in science, less has been paid to the teaching of contemporary scientific controversies. Using semi-structured qualitative interviews with 18 teachers at different career stages in England, we investigated teachers’ social representations of scientific controversies using the discourse of the collective subject (DSC). We found a lack of controversy in teachers’ responses. Whilst scientific controversies were seen as an essential feature of how science works, they were not viewed as essential in science education and were represented as a distraction and dealt with informally, outside the planned curriculum and in response to students’ questions. Subject knowledge was considered a barrier. We argue that teaching about carefully selected scientific controversies has the potential to contribute to teachers’ and students’ understandings of science and the nature of science. There are perceived to be few opportunities for teachers to exercise this in the English context. We suggest how the collective subject discourses might be used to open up a discussion about teaching controversies in professional learning situations. Materials to stimulate discussion of scientific controversies could be useful in future curriculum development in science, but these would need to address the barriers of subject knowledge, access to literature and conflict with assessment-related priorities and a perceived need to advocate for trust in science.

Content Analysis for Critical Thinking Skills in the Lower Primary School Science Textbooks in Malaysia

The purpose of this study is to analyse lower primary science textbooks (grade 1-3), which were implemented by the Ministry of Education in Malaysia, in terms of thinking skills. To achieve this, a tool for content analysis including thinking skill items will be constructed. Two science teachers have be trained to conduct the content analysis for grade 1-3 science textbooks, the reliability and validity of analysis have be verified using Cohen’s kappa statistic. From the results, it can be seen clearly that Prioritizing”, “Evaluation” and “Detecting Bias” thinking skills are not included at all in the science textbook from year one until year three. While, the most frequent critical thinking skills are “attributing”, “analysing”, “Grouping and Classifying” and “Sequencing” gradually. Most of the skills have been in the pictures for year one, and in the “text” and then within the “picture” and finally within the “activities” for both of year two and three. Such research help teachers and curriculum developers in the development and implementation of science curriculum to raise the level of achievement of thinking skills for students.Keyword: Thinking Skills, Critical Thinking Skills, Content Analysis and Science Textbooks

Using the Action Research rationale to enhance the creation of teachers’ Professional Learning Communities (PLCs)

Creating teachers’ professional learning communities (PLCs) is an effective bottom-up way of bringing innovation into the science curriculum and professional development. The models of PLCs are based on principles of learning that emphasize the co-construction of knowledge by learners, who in this case are the teachers themselves. Teachers in a PLC meet regularly to explore their practices and the learning outcomes of their students, conduct Action Research activities - analyze their teaching and their students’ learning processes, draw conclusions, and make changes in order to improve their teaching and the learning of their students. It was found that participation in an Action Research workshop influences teaching practice, so teachers become more student-centered. Moreover, the teaching culture improves as the community increases the degree of cooperation among teachers, focusing on the processes of learning rather than the accumulation of knowledge. This enables students to be innovative, creative, and critical. In addition, trust is developed among the participants, which enables them to discuss and analyze their students’ cognitive and affective problems, misconceptions, and learning outcomes.