Related Curriculum Research Articles

Pengembangan Mindset Guru Kelas Dalam Pemberdayaan Pendidikan Karakter Siswa SD Negeri 133 Kelurahan Talang Bakung Kecamatan Paal Merah Lama Kota Jambi

This study aims to develop an open and creative way of thinking, as a representation that emphasizes divergent rather than convergent thinking patterns, has a high sensitivity to problems in associative, elaborative thinking in turn to be able to improve the teacher's ability to make new combinations in a learning process. which was held at SD Negeri 133 Jambi City. This research design uses descriptive qualitative. Meanwhile, the technique in this study uses a purposive technique, namely the determination of informants is not based on guidelines or based on population representation, but based on the depth of information needed related to the research problem. The results showed that: 1) Teachers were still focused on the related curriculum due to the time and hours of study, as well as maintaining learning outcomes, 2) Empowering students' character tended to maintain academic achievement and school policies.

A qualitative study exploring how students’ conceptualisations of lifelong learning develop in an undergraduate medical training programme

ABSTRACT There is currently a paucity of evidence regarding how medical undergraduate training influences students’ attitudes and skills for lifelong learning (LL). This study describes medical graduates’ conceptualisations of LL at the University of Dundee and proposes a provisional theory regarding related curriculum influences. Using a methodology informed by scientific realism, semi-structured interviews were employed to explore six graduating medical students’ conceptualisations of and preparedness for LL. Findings were thematically analysed and aligned with existing educational theories. Graduates characterised LL as a continual process which emphases reflection, responsibility for learning, and maintaining motivation. Their conceptualisations did not translate readily beyond professional medical practice. The strongest curriculum influences were experiences in the authentic clinical environment, use of learning portfolios, and the intercalation of a medical science degree. In the absence of formal teaching, medical students’ conceptualisations of LL develop in accordance with both the implicit prevailing professional narrative and from curriculum interventions which: increase their sense of relatedness with their community of practice; provide autonomy in learning; and engender a sense of responsibility to learn. This provisional theory could be valuable in guiding the teaching and assessment of LL in-line with contemporary graduate outcome frameworks.

Assessment of the relevance of the industrial engineering career curriculum in relation to the labor market

Interculturality in higher education in Ecuador is linked to mainstreaming and programs aimed at teacher training, particularly for indigenous peoples and nationalities. This stage proposes a reflection on how the interculturality concept is used in higher education at the University of Cuenca. It had an analytical-interpretive approach of a hermeneutical nature. The results show that the interculturality concept in the programs is framed in terms of ethnic and linguistic processes. However, there is also a critical approach its questions power relations, forms of coloniality, and colonialism. In addition, it revealed the importance of mainstreaming the intercultural approach in the different postgraduate programs and that these are not exclusive to indigenous people since they must transcend ethnic and cultural processes. For this reason, those who develop the programs must adequately handle the concepts of what they want to consolidate.

833 Is the Undergraduate Medical Curriculum Aligned to and Is It Facilitating Medical Students to Learn the Ear, Nose and Throat Content in the New UK Medical Licensing Assessment? a Study of One UK Medical School

Abstract Aim Every medical student in the United Kingdom (UK) must pass a new Medical Licensing Assessment (MLA) from 2024/25 before graduating. This includes Ear, Nose and Throat (ENT) content: ‘Conditions’, ‘Patient presentations’ and ‘Practical skills and procedures. Research shows the provision of UK undergraduate ENT training is controversial. This research aimed to determine whether a UK medical school curriculum is aligned to the ENT content in the UK MLA, and if it is facilitating students to learn it. Method A mixed methods approach examined one UK medical school curriculum in relation to the ENT content in the UK MLA. A document analysis reviewed the learning set for ENT. A survey collected the final year medical student cohort's recall and perceptions of their ENT learning. Data was analysed using descriptive statistics. Results The curriculum documents met 6/10 ENT ‘Conditions’, 6/18 ‘Patient presentations’ and 3/5 ‘Practical skills and procedures. There were 17 (13.1%) survey responses; most students generally recalled learning the ENT content during the curriculum. The teaching activities most commonly used to learn the ENT content generally helped most students to learn it; the activities least commonly used generally helped the fewest students. Conclusions The curriculum is largely aligned and facilitates medical students to learn the ENT content in the UK MLA. The results contribute to the existing literature, with further research needed to determine the degree of student learning. Learning outcomes should be added to the curriculum documents for unmet content with learning redirected to the most helpful teaching activities for curriculum optimisation.

A Systematic Review on Design Thinking Integrated Learning in K-12 Education

Design thinking is regarded as an essential way to cultivate 21st century competency and there has been a concomitant rise of needs and interest in introducing K-12 students to design thinking. This study aimed to review high-qualified empirical studies on design thinking integrated learning (DTIL) in K-12 education and explore its future research perspectives. After a systematic search in online database via a keyword search and snowballing approach, 43 SSCI journal papers with 44 studies were included in this review. The results indicate that: (1) There has been a growing popularity of integrating design thinking into K-12 education over the past decade, and most empirical studies target middle school students with small group size and a short period; (2) Studies tend to pay more attention to STEM related curriculum domains by incorporating non-unified design thinking models or processes, and the core concepts of design thinking in K-12 education have been frequently valued and pursued including prototype, ideate, define, test, explore, empathize, evaluate, and optimize; (3) The mostly evaluated learning performances are design thinking, followed by emotional/social aspect, subject learning performance and skill. For evaluation, qualitative assessments are used more frequently with instruments like survey/questionnaire, portfolio, interview, observation, protocol analysis, etc. (4) interventions with non-experimental study, formal classroom setting, collaborative learning, and traditional tools or materials have been mainly applied to the open-ended and challenging activities in real situated DTIL. Overall, the 43 papers suggest that design thinking shows great educational potential in K-12 education, however, the empirical evidence that supports the effectiveness of DTIL is still rather limited. Research gaps and future directions derived from reviewed papers are also discussed.

Implementing a Social Determinants of Health Curriculum in Undergraduate Medical Education: A Qualitative Analysis of Faculty Experience.

Following shifts that broadened the medical profession's conceptualization of the underlying drivers of health, medical schools are required to integrate curricula on health disparities and the social context of medicine into undergraduate medical education. Although previous research has focused on student experiences and outcomes in these curricula, less attention has been paid to the experiences of the physician-faculty involved. This study aimed to capture faculty insights to improve understanding of the challenges and opportunities of implementing this curricular reform. In-depth, semistructured interviews were conducted with 10 faculty members at one U.S. medical school in spring 2019 to capture their experiences designing and teaching a new curriculum related to the social determinants of health and health disparities. Study design, including interview guide development, was informed by the critical pedagogy perspective and social constructionist approaches to curriculum implementation. With the use of a constructivist grounded theory approach, interview transcripts were analyzed using open, thematic, and axial coding techniques. Primary themes were categorized as professional, organizational, interactional, or intrapersonal and organized into the final model. Participants processed their experiences at 4 concentric levels: professional, organizational, interactional, and intrapersonal. Faculty generally embraced the movement to incorporate more discussion of social context as a driver of health outcomes. However, they struggled with the shortcomings of their training and navigating structural constraints within their school when developing and delivering content. When confronted with these limitations, faculty experienced unexpected tension in the classroom setting that catalyzed self-reflection and reconstruction of their teaching approach. Findings highlight the challenges that faculty encounter when integrating social determinants of health and related curricula into undergraduate medical education. They also speak to the need for a broader conceptualization of relevant expertise and have implications for how medical schools select, train, and support medical educators in this work.

STRENGTHENING RELIGIOUS MODERATION THROUGH FABLE ACTIVITIES IN EARLY CHILDHOOD

Abstract
 The invitation to become enmity and hostile to adherents of other religions and beliefs is phenomenal that strengthens today. Intolerance and radicalism that pursue violence and social conflict are increasingly arbitrary. This hostility occurs in the education section, where teachers and students are faced with issues that are contrary to the values ​​of Pancasila and religious norms. Religious moderation is an effort to instill peace-loving values ​​in students as an effort to de-radicalize religious education, especially Islamic religious education. To achieve it, Islamic religious education is present and participated in it. To explore data through various literature or literature studies, a qualitative descriptive study was conducted to find a picture of reinforcing patterns in natural religious education and to instill a peace-loving attitude in early childhood. This study found that a comprehensive, basic, or deep and ingrained understanding of the concept of peace and non-loyalty about choice but based it basically should be instilled in every child. In an effort to improve the background or related curriculum and commitment to applying a peace-loving attitude, the storytelling method is used in early childhood.

Rheumatic heart disease knowledge and associated factors among nurses working in cardiac centers at public and private hospitals of Addis Ababa: cross sectional study

BackgroundIt is proposed that the biggest gap in control of rheumatic heart disease is in implementing of ineffective primary and secondary preventive measures. These measures are supposed to be well addressed by nurses. For prevention and proper management, nurses are expected to have full knowledge about rheumatic heart disease. Therefor the main objective of the study was to assess the level of nurse’s knowledge and factors behind regarding RHD in the current study.MethodInstitution based cross sectional study was conducted on nurses working in cardiac centers of public and private hospitals at Addis Ababa from April 1 to 30, 2021. Total sample size is 163 selected by purposive sampling method. Data was entered in to Epi-data version 4.5 and exported to SPSS version 25.0 and was checked for missing values. Data was cleaned. Descriptive statistics such as frequency, mean and percentages were calculated, described and displayed in tables, graphs and charts. Binary logistic regression was done to see the crude significant relation of each independent variable with nurse’s good knowledge score. Significant factors were identified based on multivariate logistics regression in 95% confidence level at P-value less than 0.05.ResultIn the present study about 154 participants were participated. The mean correct answer response of the nurses for knowledge of RHD questions is 12.2 ± 5.2. Only 48.7% of the nurses have good knowledge towards RHD. Being male in gender, having history of sore throat, taking formal education in university or collage, taking in-service training on RHD, having higher wok experience, have found significantly associated with higher odds of nurses’ good knowledge towards RHD.Conclusion and recommendationRegular training regarding RHD management should be given to nurses who are working in cardiac centers. Rheumatic heart disease early treatment and prevention should be incorporated and reinforced in to nursing and other health related professions curriculums.

A comparative study on the supply of applied human resources for regional labour market needs in China’s private higher education

The purpose of this study is to explore changing trends of the applied human resource (AHR) system in China’s private higher education institutions (PHEIs) and to examine the supply of AHRs by considering the dimensions of regional labour demand. The study specifically assesses the AHR demand of regional employment enterprises and the human resource development goals and related curricula in the three branches of PHEIs. It also analyses the employment situation of PHEI graduates and whether they address the actual AHR supply needs of the regional labour market. Six PHEIs and nine enterprises as employers were investigated as the study population, combining qualitative and quantitative data. The findings indicate that China’s PHEIs quickly identified and overcame the challenges in their previous student cultivation goals and relevant curricula by researching the regional situation and taking responsibility for meeting demand. As a result, the PHEIs worked on developing transformative human resource systems through various initiatives. Moreover, these transformations of educational content worked in conjunction with a process that matched the graduates with jobs at regional enterprises. The transformed PHEIs are beginning to provide a human resource supply system that successfully expands the AHR supply from the various categories of PHEIs in the region.

Research on the training mode of Chinese financial and economic compound top-notch innovative talents based on master's degree and master's degree: A theoretical framework

With the rapid development of information technology, the new generation of information technologies such as mobile Internet, big data, cloud computing, artificial intelligence and block chain are accelerating the economic and social changes, and the digital economy is booming. In recent years, China's digital economy has developed by leaps and bounds, and it is becoming a powerful kinetic energy to innovate the mode of economic development, and constantly accumulating experience for global economic recovery and social progress. In this context, the society needs more compound financial talents. Based on the practice of running schools in Chinese universities, this paper aims at solving the urgent demand of the development of digital economy for the top-notch innovative talents of finance and economics, takes the reform of the master's degree and master's degree integration training mode as the main line, carries out theoretical exploration and practice of the construction of related majors and curriculum systems, and puts forward a theoretical framework for establishing a new mode of master's degree integration training for top-notch innovative talents of finance and economics.

Theoretical Analysis on the Optimization and Integration of College PE Curriculum Education and Teaching System

The purpose of this study was to promote the development of PE curriculum theory and practice. Literature review method and logical analysis were used in this study. The results showed that physical education curriculum and teaching related ideas are based on optimizing the teaching theory system of integrated physical education. At the macro theoretical guidance level, moral education is the theoretical basis for the construction of sports related curriculum education and teaching ideology. In terms of setting and construction, lifelong physical education is the theoretical basis of school physical education curriculum education and teaching system construction. In the overall construction, we should not only set up a reasonable framework, but also optimize and incorporate high-quality course teaching resources. On the practical level, physical education teaching refers to the relatively stable structure and procedure of physical education activities established under the guidance of certain teaching ideas or teaching theories, which is the theoretical basis for the practice of physical education teaching system. Physical education teaching practice system is the ultimate embodiment of physical education teaching implementation on the basis of physical education teaching ideology and construction system. Based on different groups and different types of physical education courses, the practice path and effect are optimized and integrated, and efficient and feasible physical education teaching practice system is constructed.

Data Science and Energy: Some Lessons from Europe on Higher Education Course Design and Delivery

Data science is seen as a key enabler for technologies that help decarbonize global energy use. However, the energy sector continues to struggle to attract and train enough data scientists. The primary reason for this is the lack of emphasis on data science in most graduate programs in energy engineering, and the high barriers of entry for data scientists from other sectors. In this article, we present a snapshot of the data science–related curriculum being taught in graduate energy programs in four different European universities as well as include feedback we received from students and alumni of these programs. While knowledge of data science remains low across the board, students in these programs already recognize data science as an important element of their future professional careers. We also present findings from running three separate iterations of an energy data science course we developed in light of this feedback—one of these iterations was offered only in KU Leuven (Belgium), while the other two were accessible to students at all four universities. In the article, we also discuss challenges and opportunities arising from designing and delivering courses in a cross-university context. This foundational course and others like it are seen as a necessary means to enable students to take more specialized courses in data science, and eventually contribute toward realizing a sustainable energy transition and meeting climate change mitigation objectives.

Preschool children’s agency in education for sustainability: the case of Sweden

ABSTRACT Although children’s participation and agency are highly prioritized in early childhood education for sustainability, both researchers and educators have paid little attention to this topic. This paper explores how the revised preschool curriculum Lpfö2018 in Sweden addresses education for sustainability (EfS) with regards to children’s participation and agency. A sociocultural perspective on agency combined with a holistic view of sustainability was used, while a critical content analysis was conducted to investigate major changes in the curriculum in relation to both EfS and children’s participation and agency. Findings show that the curriculum Lpfö2018 has explicitly introduced the concept of sustainability from a holistic perspective, integrating environmental, social, and economic dimensions. Children are recognized as competent beings who can actively participate in and influence their learning. Moreover, the notion of transformative learning has been observed in the curriculum, which emphasizes changes in the ways children think, act, and learn in relation to sustainability.

Study on the Design Strategy of Children's Aesthetic Education Curriculum Based on Experience Design

Along with the continuous promotion of the "double reduction" policy and the reform process of quality education, children's aesthetic education has received widespread attention. However, in China's current aesthetic education for children, children's own curriculum experience has not yet been taken seriously by educators, and problems such as "formal aesthetic education", curriculum consolidation and ineffectiveness generally exist. One of the priorities of the current aesthetic education reform is to solve the problem of "senselessness" in teaching, and design, with its interdisciplinary and professional coverage, can add to the aesthetic education reform. Therefore, through the theoretical elaboration of experience design, this paper analyses the meaning of "experience" in aesthetic education, and through a detailed analysis of the current situation of children's aesthetic education and the composition of the curriculum in China, on this basis, it proposes the idea of experience design intervening in the design of children's aesthetic education curriculum, providing new thoughts for the reform of aesthetic education and related curriculum design.

Health Literacy, Health Behaviors, and Body Mass Index Impacts on Quality of Life: Cross-Sectional Study of University Students in Surabaya, Indonesia

University student life is an important transformation stage with many potential factors that can impact negatively on the Quality of Life (QOL) and the adoption of unhealthy behaviors. Health literacy (HL), Health Behaviors (HBs), and Body Mass Index (BMI) have been found to be essential components in influencing QOL, in addition to socioeconomic determinants. To identify the influential factors of QOL, we performed a cross-sectional survey in a university, and 955 undergraduate students were enrolled as respondents. We measured two different aspects of HL, i.e., Comprehensive Health Literacy (CHL) and Functional Health Literacy (FHL). Overall, QOL scores in four domains did not differ, regarded as medium with averages ranging from 57.00–63.98, and no significant difference between male and female students. In multivariate analysis, CHL had a significant positive influence on all domains, while FHL only affected the psychological and environmental domains with negative associations. Academic performance had a significant positive association with physical and psychological domains. Students from education majors had higher QOL in the psychological and social domains. Moreover, students with normal or underweight BMI status had better psychological QOL, and physical exercise had a positive association with the social relationship and environmental domains. The findings confirmed that CHL and FHL had significant associations with QOL domains in different ways that should be addressed accordingly. Public health practitioners should carefully empower students to use both CHL and FHL as decision-making skills by incorporating them into related curricula.

Editing as part of an advertising and public relations curriculum

The general philological discipline, Editing, has been part of a journalism curriculum since the middle of the last century. There are leading experts and practice-proven methods of teaching editing to journalism students. In his publication, the author argues for including editorial competencies training in the curriculum of a bachelor’s degree in advertising and public relations. The study draws on the Federal State Educational Standard of Higher Education and the syllabus of the academic discipline. It takes into account market conditions (professional competition, high demands on the part of consumers for the quality of media communications) and the staffing and methodological support for teaching editing in applied communications at St. Petersburg University. The discipline, Editing in Advertising and Public Relations, is focused on an activity-based approach in training specialists in applied communications. Drawing on educational and methodological literature, instruction follows a developed methodology for editorial work with advertising and PR texts.

Practices of the Random Variable Proposed in the Chilean Mathematics Curriculum of Secondary Education

Working with statistical data from real contexts has become fundamental in school-level statistics, because it enables the development of statistical reasoning. In this regard, the notion of the random variable is fundamental to statistical data analysis. Thus, the aim of this research was to characterise the meanings of the concept of the random variable that are promoted in the Chilean mathematics curriculum for secondary education. To achieve this, we examined the representativeness of the meanings of the random variable intended by the curriculum in relation to the meanings of reference for this concept, using theoretical and methodological notions from the onto-semiotic approach. The findings show that the meanings of reference were not fully represented in the textbooks and the national curriculum, and that the most promoted meaning was that of the random variable as a variable of interest. Regarding the types of representation, it was observed that the graphical and tabular representations were neglected. Lastly, it was noticed that definitions of the concept of variable, its classifications, and differences were omitted almost entirely from the textbooks.

Parents’ perspectives on the inclusion of gender and sexuality diversity in K-12 schooling: results from an Australian national study

ABSTRACT While educators, curriculum authors and policy makers alike are influenced by assumptions about parents’ dis/approval of gender and sexuality diversity, both generally, as well as specifically in relation to this topic’s appropriateness for K-12 classrooms, little empirical data is available to support these assumptions. What data does exist suggests that parents generally support the implementation of a comprehensive sexuality curriculum, inclusive of same-sex attraction, and view sexuality education as a school-parent partnership. Surveying a sample of Australian parents of children attending a government (public) school (N = 2093), whose responses were weighted to produce nationally representative estimates, this study sought to expand on previous findings by exploring the complexities of parents’ attitudes in relation to gender and sexuality diversity and its place within relationships and sexual health education. This paper provides a descriptive overview of parents’ ideas about the purpose of relationships and sexual health education and their views on the importance of including gender and sexuality diversity-inclusive content within related curriculum areas. Notably, over 80% of parents supported the inclusion of gender and sexuality diversity-inclusive relationships and sexual health education topics across primary and secondary government schools.

Ethiopian Early Grade Mathematics Curriculum Organization

Early grade education is basic and necessary for preparing students for their future education and life. Therefore, paying attention for early grade mathematics education has a multidirectional contribution to the quality of education in a country. This study investigated Ethiopian early grade mathematics curriculum organization in relation to its responsiveness to children learning progression. In this study a qualitative research approach was employed. 4 early grade mathematics teachers participated in evaluating the early grade mathematics curriculum (minimum learning competency (MLC) document, syllabus, and flowchart document). In addition, two educational experts at the regional education bureau and the Ministry of Education (MoE) participated in the study. The data were collected through interview and document analysis by using content analysis protocol developed by adapting the national guideline for preparing and evaluating teaching-learning materials (Taye, 2011), mathematics content analysis (Aggarwal, 2009; Hashmi, Hussain, & Shoaib, 2018), and learning progression responsive curriculum (Bristow & Patrick, 2014; Council, 2007; Duschl, Maeng, & Sezen, 2011; Popham, 2007; Sáez, Lai, & Tindal, 2013; Simon, 1995; Wilson & Bertenthal, 2005). The study revealed that there are considerable gaps in the early grade mathematics curriculum in relation to responding to children learning progression at the level. The study recommends special focus to be given for children learning progression and alignment of curricular materials when developing early grade mathematics curriculum. The study further suggested developing a learning progression document, based on research evidence that can be used as a guide for the textbook and other curricular materials development. Keywords : Curriculum organization, Early grade mathematics, Learning progression DOI: 10.7176/JEP/12-25-03 Publication date: September 30 th 2021

The Child Is Capable: Anishinaabe Pedagogy of Land and Community

Situated within a post-Truth and Reconciliation Commission Canadian context, educators are seeking Wisdom to create space in schools for Indigenous Knowledges, perspectives, languages, and histories. An Anishinaabe scholar invites readers to make meaningful connections to knowledge from experience that centers the child within the context of an Anishinaabe summer harvest camp, a competition powwow, and a smokehouse. The storyteller takes an inward turn, exploring features of the communal learning process conducive to the learning spirit, self-evaluation, and participation in learning and teaching that matches one’s readiness and skill. The story is powerful for connecting the heart and mind, stimulating receptivity to assessment-making opportunities for teachers that are relevant to Indigenous student community teaching-learning traditions. True to the storytelling method, the stories here are meant to stimulate remembering, reflection, and a process of deep knowing. The author invites educators to think with the stories for inspiration toward personal possibilities of praxis. Positive educational transformation is set into motion as teachers connect with Indigenous peoples to honor the diversity of children, co-create a relational curriculum inclusive of family and community to embrace Indigenous Knowledge that comes from the Land, and create space to generate and transmit new knowledge through story.