Subject In Curriculum Research Articles

The Influence of The Project Based Learning (PjBL) Learning Model on Students' Spatial Thinking Abilities on The Subject of Geography

Geography is one of the important subjects in the education curriculum in Indonesia. The ability to think spatially is one of the important skills that students must master in learning geography. Teachers need to apply appropriate learning models to train students' spatial thinking skills, such as project-based learning models. This research uses a literature review method of 9 (nine) articles to analyze the influence of the project based learning model on students' spatial thinking abilities in geography subjects. The source of data for this research is scientific articles published in various journals and indexed in the google scholar repository data. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the analysis show that the project based learning model has a significant influence on students' spatial thinking abilities in geography subjects. The application of the PjBL learning model has been proven to improve students' spatial thinking skills which are needed in studying spatial concepts in geography.

Designing Hospitality Curriculum for the Future: A Comprehensive Assessment of an Undergraduate Program in the United States

ABSTRACT Educational curricula require systematic and regular evaluation to maintain relevance and university Hospitality Management programs are no exception. This study assessed gaps and trends in curricular topics, soft skill development, and practical skills and experiences through a case study of a university program in the United States (U.S.). A concurrent mixed-methods approach involving multiple stakeholders guided comprehensive curriculum development and revealed differing values on certain topics and skills. This study emphasizes the need for Hospitality programs to adapt their curriculum by incorporating hands-on industry experience, leadership training, and development of both hard and soft skills, ensuring students are well-prepared for future industry demands. It contributes to the understanding of the industry-academia gap through the lens of education and curriculum, benefiting the reevaluation of similar U.S. programs.

El cómic digital como recurso para consolidar el aprendizaje en la educación secundaria obligatoria

Currently, there are several digital applications that make it possible to create comics, which can enhance study in obligatory secondary education. Their use is an excellent contribution to the curriculum of different subjects by presenting the content through contextualised images and a more accessible language. This study will focus on the educational benefits of digital comics. Therefore, the main objective is to elaborate an analysis that highlights digital comics as a tool that simplifies learning for students, based on a review of the existing literature. In recent years, the virtual comic has begun to be used frequently in obligatory secondary education thanks to various initiatives that promote its use, such as training courses for teachers and the dissemination of educational comics through social networks. Among the advantages of digital comics over classic comics is their interactivity, which allows students to view animations or listen to sounds, show or hide elements, or even choose the outcome of the story. These qualities make the virtual comic a more interesting educational resource, which also facilitates learning by teaching content in a more entertaining and visual way.

범교과 학습 주제로 살펴본 학교 통일교육

Objectives This study examined the overall status of unification education in schools, focusing on the 2022 revised elementary school curriculum, and reviewed the applicability of time-sensitive themes, such as the ‘8.15 Unification Doctrine.’ Methods To this end, first, the changes in unification education as a cross-curricular learning theme from the first phase of the curriculum to the present were examined. Second, how unification education is linked to subject content in the 2022 revised curriculum was analyzed. Finally, the possibility of integrating time-sensitive themes with the subject curriculum was explored. Results The results of the study confirmed that the vision for a unified Korea, as outlined in the ‘8.15 Unification Doctrine,’ can be applied not only to social studies and ethics but also to subjects like Korean language and art. Conclusions Therefore, the National Unification Education Institute, which oversees unification education, should, based on the sequential implementation of the 2022 revised curriculum, first anticipate the material needs of schools, and second, develop and distribute specific educational resources to address relevant themes in a timely manner.

Evaluation of undergraduate forensic medicine education in Nepal: a critical analysis using Schwab’s five commonplaces and Schubert’s curriculum images

Following the establishment of Nepal’s first medical college in 1972, forensic medicine was introduced in 1978. To date, 25 medical colleges in the country have included forensic medicine as a compulsory subject in the undergraduate medical curriculum. Although this subject has been introduced into the medical curriculum, the outcome is unsatisfactory, as reflected by the poor medico-legal reports prepared by newly graduated medical students. Forensic medicine education is therefore at a critical juncture with challenges while paving the way for opportunities to improve. In this analysis, we examined the current state of forensic medicine education for the undergraduate medical programme in the country. For this purpose, we used Schwab’s five commonplaces in the curriculum. We then evaluated the curriculum from the perspective of Schubert’s curricular image frameworks.We noted significant differences in the curriculum content, teaching methods, and practical training across the curriculum. An acute shortage of qualified teachers, limited resources, and inconsistent curriculum updates have further complicated the situation. The current curriculum does not address cultural sensitivity, which should not be overlooked during medico-legal practices.Following the curriculum evaluation, we find room for improvement and propose recommendations. First, the forensic medicine curriculum should be standardized and uniform to address national needs. There should be uniformity and improvement in practical hands-on training. The manpower should be trained to work in rural settings with limited resources so that the overall justice system of the country can improve. Recent technological advances should be incorporated into the curriculum and interdisciplinary collaboration encouraged. Allocating more scholarship/sponsorship seats for postgraduate programmes and recruiting skilled graduates to be evenly distributed regionally would be important steps toward strengthening the country’s medico-legal proceedings and justice system.

Leveraging National Survey Data to Examine and Extend Notions of Culturally and Linguistically Responsive Social Studies Instruction

A growing body of research on culturally and linguistically responsive social studies instruction continues to identify essential understandings regarding the teaching and learning of social studies among multilingual students. Yet a preponderance of these studies utilize ethnographic and other highly contextualized qualitative methods. In order to make this growing body of knowledge more accessible to a larger audience of researchers and educators, the present study examined pedagogical approaches and areas of curricular emphasis that social studies teachers reported using in the landmark Survey on the Status of Social Studies. The results of the present study deepen insights into the differentiation that social studies teachers of emergent bilingual students employ. Data analysis reveals that teachers with beginning emergent bilingual students, teachers with intermediate emergent bilingual students, and teachers without emergent bilingual students reported using instructional strategies and engaging curricular topics with different frequencies. The findings align common social studies approaches to the scholarship on culturally and linguistically responsive social studies instruction to provide a typology that extends the literature for social studies educators.

PROGRAM PELATIHAN BERBASIS COMMUNITY DEVELOPMENT

The Independent Curriculum, as a form of educational reform carried out by the government, which was launched in 2022, will begin to be implemented comprehensively and gradually in the 2022/2023 academic year in both elementary, middle and high schools. In this regard, this community service program (P2M) aims to train PAI teachers in elementary schools in implementing the independent curriculum in PAI subjects. Elementary PAI teachers are targeted in this PkM program because at the elementary school level, the training program related to the implementation of the independent curriculum is more focused on class teachers, and has not touched subject teachers, including PAI teachers. The P2M program is carried out in the form of training for 32 JP which is carried out over 3 days. In collaboration with KKG PAI North Cimahi District, Cimahi City, this P2M program is intended for 50 PAI Elementary School teachers in North Cimahi District, Cimahi City. The training material is focused on: equalizing perceptions about the independent curriculum concept, characteristics of PAI subjects in elementary schools and their opportunities and challenges in the context of the independent curriculum, implementation of PAI planning (learning outcomes, learning objectives and flow of learning objectives) in the context of the independent curriculum, implementation of the differentiated learning process in PAI and Elementary School Ethics subjects, and implementation of learning evaluation in PAI and Elementary School Ethics subjects in the context of the independent curriculum. After attending this training, each training participant (SD PAI teacher) can understand the concept of an independent curriculum and is able to implement it in PAI and Elementary School Character subjects in order to improve and increase the quality of PAI learning in schools.

2022 개정 전문 교과 교육과정의 디지털 역량 분석 연구: 보건·복지 교과(군)을 중심으로

Objectives The purposes of this study were to analyze the current status of digital competencies reflected in the general major (17 subjects) curriculum among the 2022 revised health & welfare specialized subjects. Methods In order to achieve the research objectives, the degree of reflection related to digital competency reflected in the health and welfare subject (group) curriculum items (1. personality and goals, 2. content system and achievement standards, 3. teaching and learning, 4 evaluation) was analyzed using the curriculum mapping (CCM) method based on the DigComp 2.2 Framwork announced by the EU-JRC (2022). And the actual reflection cases were analyzed using a qualitative method. Results Among the 2022 revised health and welfare specialized courses, “2. Communication and Collaboration” was the highest at 26.7%, followed by “1. Information and data literacy” (22.0%), “3. Digital content creation” (18.7%), and “5. Problem solving” (18.3%). And “4. Safety” (14.4%) was the lowest, so it is judged that it is necessary to supplement related contents through teaching and learning activities. Conclusions In order for prospective professionals to adapt to the digitalized work environment in the health and welfare sector and implement the digital capabilities necessary to perform related jobs, it is necessary to develop training programs that can improve teachers' digital capabilities and research related to the establishment of teaching and learning environments.

Analysis of teachers' problems in the implementation of the independent curriculum in PAI subjects

Many students experience obstacles in learning Islamic Religious Education, coupled with the implementation of the Independent Learning Curriculum which is still relatively new in its implementation. The implementation of the Independent Learning Curriculum certainly requires time for adjustment, so this affects student learning outcomes and the achievement of appropriate learning objectives. This study aims to examine the problems that occur at SMA Daarul Qur'an Bandung related to the implementation of the Independent Learning curriculum in learning Islamic Religious Education subjects. The research method used is a qualitative case study approach with data collection through observation, interviews and document studies. The results of the study show that in the implementation of the Independent Learning Curriculum in schools there are still various problems, especially in the teacher aspect. It can be concluded that the Independent Curriculum in Islamic Religious Education subjects at SMA Darul Quran Bandung shows a number of challenges that need to be overcome. By continuing to evaluate and adjust, it is hoped that schools can overcome the challenges faced and improve the quality of learning for students as a whole.

Didactic models for active and inquiry-based learning of machines and mechanisms

Didactic models are invaluable resources for teaching Machines and Mechanisms, a crucial subject in the Engineering curriculum. This work investigates the impact of various types of models on learning outcomes across different instructional approaches, from traditional to active and inquiry-based learning methods. We analyzed a range of didactic models used in a second-year Theory of Machines and Mechanism (TMM) course at EUSS School of Engineering in Barcelona over the past decade, including: i) mechanical models built with “Meccano” parts, 3D-printed models, and kits simulating “fairground attractions”, introduced in traditional teaching settings; ii) real machines and student-developed models used in in TMM courses based on the “Study and Research Path” (SRP) approach, and iii) advanced didactic machines, created by fourth-year students. We discuss the educational benefits provided by these models, considering aspects like the theoretical concepts they mobilize, their construction (by teachers or students), design flexibility, materials used, complexity, and realism. Additionally, we examine how these models enrich the Media and Milieu dialectics, promote the development of both technical and transversal skills, and present a range of advantages and challenges in each TMM context. Our findings offer valuable insights into how models enhance the teaching and learning experience in Machines and Mechanisms, guiding instructors in selecting appropriate models and instructional strategies based on course objectives, student characteristics, and contextual constraints.

Citizenship Socialization Process and National Integration

Efforts at nation-building in Nigeria are hindered by various social problems linked to the low level of national integration among its religiously, regionally and ethnically diverse population. This paper examined citizenship socialization courses and subjects at the three (3) levels of education (Basic, Secondary and Tertiary) in Nigeria that are designed to promote national integration. The courses and subjects include Citizenship Education, Civic Education and General Studies (Peace Studies and Conflict Resolution and Nigerian Peoples and Culture). Similarly, key concepts such as socialization, citizenship socialization courses and national integration are conceptualized. The Functionalists sociological perspective was adopted as a theoretical framework to establish the link between citizenship socialization courses and subjects and promotion of national integration. However, despite the link or potential of citizenship education in raising the level of national integration, the paper identified some constraints on the extent to which citizenship socialization courses and subjects promote the desired national integration among the people of Nigeria. These challenges include the current assessment methods in schools, which focus on testing cognitive rather than affective abilities, the problem of inadequate funding of education in general, large size lecture halls and other poor teaching and learning conditions and Low credit units or time on the time table on specific curriculum subjects and courses meant citizenship socialization for national integration. To address these challenges, the paper suggests diversifying assessment and evaluation methods, among other strategies, to improve the teaching of citizenship socialization courses and promote national integration in Nigeria.

Cultivating Entrepreneurial Character Through Market Day Activities at UPT SPF SD Negeri Tamamaung 1 Makassar City

The objectives of this research are (1) To determine the implementation of the Project Based Learning model in the independent curriculum in social studies subjects at SMPN Negeri 13 Bontoa Regency. (2) To determine the supporting and inhibiting factors for implementing the Project Based Learning model in the independent curriculum in social studies subjects at SMPN 13 Bontoa, Maros Regency. This research uses a qualitative descriptive research method. Data collection techniques in this research are interviews, observation and documentation. Meanwhile, data analysis is carried out through data collection, data reduction, data presentation, and conclusion drawing/verification. The results of the research show that: 1) The implementation of the project based learning model in the independent curriculum in Social Sciences subjects at SMPN 13 Bontoa, Maros Regency was carried out in accordance with predetermined stages. 2) Supporting factors for the implementation of this project based learning model include the facilities and infrastructure available which are quite complete, the teacher who is very enthusiastic and the closeness of the teacher to the students, and the cost factor that has been provided in the RKAAS.

ÜMUMTƏHSİL MƏKTƏBLƏRİNDƏ COĞRAFİYANIN FƏNLƏRARASI İNTEQRATİV TƏDRİSİNİN MƏZMUNU

The geography subject curriculum is characterized by its tendency to be integrated among the subjects taught in general education schools in the modern era. Integration expands the pedagogical and methodical possibilities of geography, adds new content to it. The main goal of introducing new integrative elements in the teaching of subjects is to facilitate their understanding as a whole. In the scientific research, the association of geography with physics, chemistry, biology, mathematics and history is analyzed, their integrative possibilities are revealed, and different pedagogical approaches are highlighted.

ÜMUMTƏHSİL MƏKTƏB BİOLOGİYASININ TƏDRİSİNDƏ FİTOTERAPEVTİK BİLİKLƏRİN ÖYRƏNİLMƏSİ İMKANLARI

The article is devoted to the possibilities of teaching phytothera-peutic knowledge to students in the teaching of biology in secondary schools. Possibilities of solving the problem are investigated in textbooks and scientific-methodical literature. From the analysis of the textbooks, it is concluded that in the textbooks of the 7th, and 8th grades, medicinal plants and plants are of great importance in the treatment and prevention of diseases. Many topics in this content are reflected in textbooks. In accordance with the realization of the standards of the subject curriculum, the topics that allow students to be taught phytotherapeutic knowledge have been established. However, it is possible to slightly increase the topics related to the problem, especially to include such topics in the 9-11th grade textbooks. From the analysis of scientific-methodical literature, it became clear that the research on the solution of the problem has not been fully conducted, there are few works in this field. Writing works that will help teachers with problem solving is one of the important issues.

The training of future teachers to use augmented reality technologies: Approaches and implementation experience

The article presents the experience of teaching students — future teachers to use augmented reality (AR) technologies in lessons on various subjects of the school curriculum. The analysis of two main approaches to the creation of augmented reality (marker-based and markerless), AR applications for mobile devices, software solutions for creating AR content, as well as the experience accumulated by teachers-researchers in the use of AR technologies in the educational process allowed us to draw conclusions about what methodological techniques for studying theoretical approaches to defining the concept of “augmented reality” and technologies for implementing augmented reality are appropriate to use in educational practice. As a result, a methodology was proposed that includes two blocks of training future subject teachers to use augmented reality technologies in their future professional activities in the process of teaching academic subjects, according to two implementations of AR technologies: marker-based AR based on the use of the domestic software platform ARGUMENT and markerless AR, involving the use of ready-made AR applications available on the software market. This methodology can be used not only in educational practice with students, but also in working with schoolchildren in the context of specialized informatics training. The developed methodology was tested at Murmansk Arctic University as part of the professional training of bachelors in the field of “Pedagogical education” in the process of teaching the discipline “Digital education technologies”, as well as during the educational (project-technological) practice of students. The proposed training options for the use of augmented reality technologies in teaching academic subjects at school can be included in the programs of professional training of students studying in the field of “Pedagogical education”, and also used in additional professional pedagogical education when working with subject teachers in retraining and advanced training courses to develop methodological knowledge and skills of teachers on the proposed issues.

Assessment of Chemistry Teachers’ Knowledge on Entrepreneurial Chemistry Topics in Senior Secondary Schools

The study investigated the entrepreneurship knowledge of chemistry teachers in Otuocha education zone of Anambra state, towards some topics in senior secondary school chemistry curriculum. Three research questions guided the study. 31 chemistry teachers from Otuocha education zone were involved. Twenty-four item questionnaire generated from five branches of chemistry mainly taught in senior secondary schools were used for data collection. The instrument was validated and its reliability was found to be 0.91 using Cronbach alpha. The data analysed using mean and standard deviation indicated that twelve (12) out of the twenty three topics were found not to be significant on teachers’ knowledge of entrepreneurship in teaching. This is an indication that students are not being cultured with these skills during lesson. This was also confirmed in the analysis of the data collected from how teachers relate the topics to real world / entrepreneurial skill, where sixteen (16) out of twenty three topics were found not to be significant on teachers’ in relating to entrepreneurship in teaching. Out of the fifteen (15) entrepreneurial teaching strategies tested, twelve were found not to be significant on teachers’. Some recommendations were made based on the findings to improve the development of entrepreneurial skills in students.

A Scoping Review of Preceptor Training Programs for Physician Assistants: Curriculum and Design.

Preceptors are crucial in the education of physician assistant (PA) students, yet many lack formal preceptor training. The aim of this scoping review was to describe the curriculum and design of existing preceptor training programs for physician assistants, nurse practitioners, and physicians. This scoping review was developed following the methodologic framework provided by the Joanna Briggs Institute. The literature search included a review of the electronic databases CINAHL and MEDLINE, a Web search, and an examination of article references. The search encompassed empirical, peer-reviewed studies written in English and published between January 1, 2019, and May 1, 2024. Out of 1106 sources identified, 32 met the eligibility criteria, representing 31 preceptor training programs. Eighty-four percent of these programs were based in the United States. Fifty curricular topics were identified and organized into 10 domains. Feedback and teaching were addressed in 97% of the programs. Sixteen programs used an online format, which increased each year compared with other formats. Lectures were the most common teaching method. Program length varied. The majority of participants and article authors were physicians, with only 5 programs including PA participants. The curricula and design of preceptor training programs varied but were generally well received by participants. There was limited involvement of PAs in both participation and authorship of preceptor training research. This review underscores the benefits of preceptor training while highlighting the need for increased PA engagement in both training and program development.

2022 개정 교과 교육과정에서 핵심가치 교육을 위한 학습자 태도 관련 핵심개념어 경향성 분석 연구

Objectives This study aimed to identify the connections and tendencies of learner attitude-related core conceptual words in each subject curriculum among the value-attitude areas newly introduced in the 2022 revised curriculum. Methods This study centered on nine attitude-related core conceptual words derived from the 2022 revised curriculum document by Yoo & Yang(2024) through text mining analysis. We aimed to analyze the connections that these keywords form in each curriculum. The NetworkX library of Python 3.6 was used to conduct the study, and the network analysis indicators of degree centrality, mediated centrality, proximity centrality, and eigenvector centrality were applied to conduct a comprehensive analysis. Results First, the frequency analysis confirmed that the core value attitude concept words emphasized by each course were different. Second, the contextual analysis revealed that the nine attitude-related core conceptual words are not organically integrated into the curriculum documents and are used sporadically. Third, the linkage network analysis of the nine core value conceptual words revealed that some value conceptual words were high in frequency but low in centrality, and others were low in frequency but high in centrality. Conclusions It was found that the current curriculum documents do not systematically and meaningfully address core values. Therefore, this study proposes a conceptual words system of core value education attitudes systematized in the direction of core value education, development of core questions for core value education practice in an integrated and convergent method, and application of various teaching and learning methods.

Community Pharmacist Perception and Practice of Herbal product in Eastern Nepal: A Cross-Sectional Study

Objectives: Herbal Products (HP) are commonly utilized for both medicinal and preventative purposes, however, there is a rising concern about their efficacy and safety in contemporary medical practice. The study aims to determine the perception and practice regarding HP among community pharmacists in Eastern Nepal. Methods: A cross-sectional, quantitative study was conducted in the Jhapa, Morang, and Sunsari districts of Eastern Nepal. Data were collected using a structured questionnaire to assess pharmacists' perceptions and practices regarding herbal remedies. Results: Pharmacy personnel from 246 community pharmacies participated in the study, in which the majority were male (78.9%), and had more than 3 years of experience (57.7%). 47.2% of respondents had shown a positive perception towards HP, whereas only 25.6% of respondents demonstrated good practices regarding herbal items at their pharmacy. Cough preparations (45.9%) and general health tonics (26.4%) were the most sold HP. Most participants (69.5%) believed HP is safe and effective, with 76% recommending the need for proper regulation. A significant number (84.1%) reinforced incorporating HP subjects in the pharmacy curriculum. In terms of practice, over half (51.2%) of pharmacy personnel sometimes dispensed HP, with 87.4% advising consumers on their use. A pharmacist perception was associated with pharmacy practice experience (p=0.020), and practice was linked with age, with better practices seen in those with age ≤30 years (p<0.001). Conclusion: The study concludes that most community pharmacy personnel had poor perception and infrequent practice of herbal products in their pharmacy. The study recommends strict quality control, education, and regulation of herbal products to safely and effectively integrate HP in community pharmacy settings. Keywords: Herbal products, Ayurvedic product, Community Pharmacist, Complementary and alternative medicine, attitudes, Practice

The Need for Health Education in Our Educational System

The Albanian education system, when it comes to health education, still has a long way to go. Currently, health education is not integrated as a real subject in the school curriculum, but is treated in a fragmented manner within other subjects such as biology or physical education. This limited approach means that students do not acquire in-depth and comprehensive knowledge about health issues, including hygiene, mental health or infectious diseases. Without clear planning and dedicated resources, many children face a lack of information that could help them improve their lifestyles. On the other hand, Western countries such as the United States, Canada and some Nordic countries have made significant progress in this regard. These countries have integrated health education as an essential part of the school curriculum, including special subjects that cover specific topics such as physical, sexual, and mental health. For example, in Finland, health education is compulsory and includes a comprehensive approach to producing informed individuals who are capable of making informed decisions regarding their health. These countries also have programs to train teachers who have specialized training in health education. In other countries, such as those in East Asia, such as Japan and Korea, health education is also a priority, but it is more about discipline and a general culture of health and hygiene.Japan has programs that promote healthy lifestyles from a young age, including education about nutrition, physical activity, and disease prevention. In comparison, the Albanian education system should follow these models and provide a more structured health education that not only educates children in the present but also prepares them for the future to become healthy and aware citizens. Received: 2 August 2024 / Accepted: 10 November 2024 / Published: 3 December 2024