Curriculum Thinking Research Articles

Research on the Civics Teaching of Programming Courses in Colleges and Universities

At present, the programming courses in colleges and universities focus on theoretical and practical teaching, and the integration of curriculum thinking and politics with teaching content is low, which cannot shape students' values and cultural outlook in the process of teaching professional courses. In response to this problem, this paper proposes a systematic framing method of curriculum thinking and politics cases under mixed teaching mode based on project-based teaching of college programming courses, which can effectively improve the teaching effect and promote students' all-round development by tapping the thinking and politics elements.

应用化学专业的“课程思政”教学实践改革——以仪器分析为例

应用化学专业的“课程思政”教学实践改革——以仪器分析为例

A Typical Case of Public English in Higher Vocational Education Based on the Goal of Establishing Virtue and Cultivating People

Since “making moral education the fundamental task of education” was put forward, various disciplines and majors in higher vocational colleges and universities have been integrating curriculum thinking and politics into various aspects of teaching. This paper takes Reading “Working for peanuts” in Unit 3 of Book 2 of General English (Foreign Studies) as an example to explore the content of the course and design a typical case.

Exploration of Curriculum Ideological and Politics in College Physics Teaching

Integrating curriculum thinking and political education can promote students' all-round development, improve their ideological and moral quality and social responsibility, and cultivate talents with a sense of social responsibility and innovation. As an important way to cultivate talents and improve national quality, higher education has a direct impact on the development of the country and society in terms of its education quality. At present, China's higher education is facing the challenge of teaching quality improvement and talent cultivation quality. The article combines the work of university physics teaching and discusses the integration strategy in university physics teaching.

Research on the Implementation of Chinese Culture Teaching for International Students Based on the Theory of Curriculum Thinking and Politics

Research on the Implementation of Chinese Culture Teaching for International Students Based on the Theory of Curriculum Thinking and Politics

An analysis of ideological and political thinking in college curriculum based on the concept of "Three Complete" education

After the "Three Complete" education concept is put forward, colleges and universities need to actively carry out ideological and political education in the curriculum, but how to carry out and do this work well still can be solved urgently, so it is necessary to carry out relevant research on this problem. This paper first introduces the basic concept of "three full" education concept, and then puts forward the implementation method of curriculum ideological and political. The method in this paper can optimize the current situation of ideological and political education in college curriculum, promote the comprehensive implementation of the "three integrity" education concept, and improve the quality of ideological and political education in curriculum.

Hackathon challenge as a pedagogical tool to teach interdisciplinary problem-solving skills for population health

Background: Effectively addressing complex challenges involving population health often requires interdisciplinary action. Teaching both the value and the skills to collaborate effectively across disciplines can better equip students to lead and develop solutions to a range of complex challenges. Methods: The Biosecurity and Pandemic Resilience course deployed Hackathon, which utilizes Stanford's Design Thinking methodology. In the winter of 2020, Hackathon challenged 187 students to devise implementable solutions that decrease the transmission of COVID-19. Post Hackathon, students responded to an anonymous survey reflecting on their experience. Results: Students developed 52 solutions to help manage the COVID-19 outbreak. Most students (58%) specifically cited the interdisciplinary approach and diverse group expertise as their most valuable takeaway, and 68% of students indicated that given proper resources they would continue working to implement their project. Conclusions: The Hackathon challenge utilizing Design Thinking curriculum can be a valuable tool in equipping students to address complex population health issues and can also be deployed in other contexts. The authors plan to further enhance and adapt the Hackathon challenge to explore additional use cases.

Status of Finance and Economics Students’ Identity with the Civics of their Major Courses and the Path to Enhance the Teaching Effect

Under the requirements of curriculum education in the new era, the need to integrate professional courses in the Civic Education has become more urgent. In this paper, Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation model from the perspective of students is used to explore the problems in the implementation of Civic Education in accounting courses from the perspective of students’ learning needs and motivation as well as the essential needs of Civic Education in the curriculum. We also propose countermeasures and suggestions to meet the requirements of teachers and colleges and universities, to help in building a “student-centered” teaching mode of curriculum thinking and government.

A tale of two schools: curriculum deliberation and school-level orientation in transforming knowledge through lesson study

PurposeThe purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.Design/methodology/approachThe study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.FindingsThe two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.Originality/valueThe study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.

Examining the What, Why, and How of Multilingual Student Identity Development in Computer Science

Developing student interest is critical to supporting student learning in computer science. Research indicates that student interest is a key predictor of persistence and achievement. While there is a growing body of work on developing computing identities for diverse students, little research focuses on early exposure to develop multilingual students’ interest in computing. These students represent one of the fastest growing populations in the US, yet they are dramatically underrepresented in computer science education. This study examines identity development of upper elementary multilingual students as they engage in a year-long computational thinking curriculum, and follows their engagement across multiple settings (i.e., school, club, home, community). Findings from pre- and post-surveys of identity showed significant differences favoring students’ experiences with computer science, their perceptions of computer science, their perceptions of themselves as computer scientists, and their family support for computer science. Findings from follow-up interviews and prior research suggest that tailored instruction provides opportunities for connections to out-of-school learning environments with friends and family that may shift students’ perceptions of their abilities to pursue computer science and persist when encountering challenges.

Computational thinking in the Ethiopian secondary school ICT curriculum

ABSTRACT Background and Context Computational thinking (CT) is one of the 21st century skills required of graduates joining the workforce. Hence, countries have begun to incorporate CT into their curricula. Objective There is, however, a dearth of research coming from Africa showing the extent of CT’s integration in the science, technology, engineering, and mathematics (STEM) curriculum. The main objective of this study was to assess the extent to which CT was integrated into Ethiopia’s secondary school (Grades 9–12) information and communication technology (ICT) curriculum. Method The Ethiopian secondary school (ESS) ICT curriculum, as portrayed in the syllabi, textbooks, and teaching guides, served as the data source for the study. The data were then subjected to qualitative thematic analysis in the Atlas.ti environment. Findings Despite the emphasis on ICT literacy, the analysis revealed that CT was incorporated into the curriculum through the use of Logo, Excel, and multimedia projects. The integration could not however be described as “systematic”. Implications The research could provide practitioners and policymakers with evidence to chart a path for the planned integration of CT into the ESS ICT curriculum. Similar studies from K-12 to higher education levels could also benefit from the research.

Workshop Computational Thinking untuk Guru MI NW Gelogor, Kediri, Kabupaten Lombok Barat

This workshop activity aims to provide training for teachers to be able to understand and implement computational thinking in the subjects they teach. The lack of trained personnel and lack of understanding in implementing computational thinking provide an opportunity for Bebras Bureau to contribute. This is in line with the desire of the Minister of Education and Culture Nadiem Makarim to implement computational thinking in the children's education curriculum as a provision for more innovative learning to answer the needs of the industrial era 4.0. Computational thinking is a thinking process in formulating problems and solutions so that they can be represented in a form that can be executed by information processing agents, both human and computer. The implementation of the service was carried out on subject teachers at Madratsah Ibtidaiyah NW Gelogor, West Lombok. The stages of the workshop consisted of preparing coordination with partners, preparing training materials, making questionnaires at the beginning and end of the activity, filling out questionnaires at the beginning of the training, Computational Thinking training for MI teachers and filling out a questionnaire at the end of the activity and Evaluation

Design Thinking Approach: A New Perspective in Education

Design thinking is a way to understand the tough challenges and solve them, which totally focuses on rapid prototype solutions and learning from mistakes. It is an iterative or non-linear process of thinking which is backed by multiple strategies and methods. In education, design thinking curriculum involves students and teachers in real-world problem solving. This paper is an attempt to highlight how design-thinking approach can be successfully implemented through five modes: empathise, define, ideate, prototype and test. This paper is based on design thinking curriculum implemented in Dr. SNS College of Education which involves students and teachers in real-world problem solving. Hence it is concluded that design thinking approach emphasizes on the development of students’ creative confidence, which is essential in today’s competitive world.

Investigating the Effectiveness of Web 2.0-Based Critical Thinking Curriculum Developed for Secondary School Students: A Mixed-Methods Study

It is crucial for students to develop their 21st-century skills such as technological literacy and critical thinking skills with various curricula to be updated in accordance with technology integration in education. Therefore, a critical thinking curriculum was designed, implemented and evaluated by using Web 2.0 tools for secondary school students. The research, adopting embedded mixed design [qual+Quan(qual)+qual] research model, was carried out with 21 secondary school students studying at 5th and 6th grades. Before the 8-week implementation process, a needs analysis was carried out, student journals during the implementation were analyzed with content analysis. A significant difference was found, in favor of the post-test, between the pre-tests/post-tests of “Critical Thinking Skills Test” and “Critical Thinking Disposition Instrument” as a result of Wilcoxon Signed Ranked Test analysis while there was no significant difference between the post-tests based on variables of grade and gender in the Mann Whitney-U analysis. In the content analysis of the student interviews carried out after the implementation, it is seen that students found the curriculum entertaining and gained awareness in utilizing critical thinking skills. In addition, students suggested activities embodying more verbal expressions and extracurricular assignments to be more active.

EFL Student- Teachers' Perception in the Culture of Thinking

Many studies have recommended implying the skills and strategies of creative thinking, critical thinking, and reflective thinking in EFLT curriculum to overcome EFL teaching-learning process difficulties. It is really necessary to make EFL teachers aware of the importance of cultural thinking and have a high perception of its forces. Culture of thinking consists of eight cultural forces in every learning situation; it helps to shape the group's cultural dynamic. These forces are expectations, language, time, modeling, opportunities, routines, interactions, and environment. This study aims to investigate EFL student-teachers’ perceptions of cultural thinking. The participants are selected randomly from the fourth-stage students at the Department of English Language-College of Education for Women-University of Baghdad. The total population is (105), while the participants are (87) student-teachers. Ritchhart’s (2015) Eight-Cultural-Forces Scale was adopted as a study tool, and its face validity and reliability have been ascertained. It has been concluded that the student-teachers perceive the culture of thinking moderately despite their training program lack any sort of cultural thinking forces.

Elementary teachers' verbal supports of science and engineering practices in anNGSS‐alignedscience, engineering, and computational thinking unit

AbstractContemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integrated science, engineering, and computational thinking curricula. This study explores how teachers provide verbal support of SEPs to upper elementary students during a 4‐week NGSS‐aligned curricular unit that challenged students to redesign their school to reduce water runoff. Students conducted hands‐on investigations of water runoff and created computational models to test their designs. Teacher audio data during the classroom implementation was collected and qualitatively coded for different purposes of verbal support, such as to understand how (pragmatic), when, and why (epistemic) to use SEPs, in three focal lessons. Results show that teachers provided a range of pragmatic and epistemic supports for many different SEPs in science‐focused and engineering‐focused lessons, but support for a more limited variety of SEPs in the lesson focused on computational thinking. Across the lessons, the majority of teacher support aimed to help students engage pragmatically with the SEPs through sense making and engaging prior knowledge. In addition, teachers provided epistemic support more frequently in the science‐focused lesson than in the engineering‐ or computational thinking‐focused lessons. Results also demonstrate differences within the quality of the verbal support across lessons. This study provides insight into how teachers may differentially support SEPs in elementary classrooms and the kinds of learning experiences and educative materials teachers may need to provide equitable supports for students across SEPs.

Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity

This study investigates the effects of using design thinking on students’ problem solving and creativity skills, applying a constructivist learning theory. A course where students use design thinking for analyzing real problems and proposing a solution, was evaluated. The study involved 910 novice university students from different disciplines who worked in teams throughout the semester. Data were collected at three times during the semester, i.e. at the beginning (t0), in the middle (t1) and at the end (t2), after solving a short case study. Each time the problem solving and creativity skill of each student was rated by three different actors, i.e. the students themselves (self-evaluation), one peer and one teacher (facilitator). The objective of this study is to investigate whether the problem solving skills and creativity skills improved along the course, as rated by the three actors. A repeated measures ANOVA was used for the data analysis of this within-subjects design. Results show a significant improvement on students’ problem solving and creativity skills, according to the three raters. Effect sizes were also calculated; in all cases the effect sizes from t0 to t1 were larger than t1 to t2. The multi-actor perspective of this study, the adoption of reliable and valid measures and the large sample size provide robust evidence that supports the implementation of design thinking in higher education curriculum for promoting key skills such as problem solving and creativity, demanded by labor markets. Finally, a discussion that puts forward an agenda for future research is presented.

The Construction of Civics in University English Courses in the New Media Environment.

The traditional education system has obvious limitations, relying on civics curriculum to cultivate and spread the national spirit. By analyzing the characteristics and goals of English courses under the new media, actively forming a large-scale ideological and political education model, and encouraging the innovation and optimization of English courses, new concepts of three-dimensional development can be proposed from the microlevel, and the coverage of ideological and political education can be expanded. Intelligent information technology can realize the coordinated development and collaborative application of English curriculum and ideological and political education. The combination of implicit education and explicit education and the combination of curriculum thinking and thinking curriculum can truly build the higher education model required by the development of the times.

Exploration of Happy Learning for College Students with the Integration of Thinking Visualization and Action Learning in the Internet + Environment.

Under the background of networked education, the subjective behavior in the field of education, the interaction between teachers and students, and the educational environment in which the subject is located have all had a comprehensive impact on the teaching mode of mental health courses in colleges and universities. In recent years, the teaching research and practice related to “action learning” and “thinking visualization” have been deepening, and more papers, monographs, and training activities related to them have been deepened. Thinking is a complex cognitive process, and students' positive and critical thinking attitude plays a crucial role in improving the quality of nursing work in the future. The importance of study, our way of self-cultivation, and the foundation of our destiny is beyond words. This study explores the application and significance of college students' happy learning combined with the visualization of thinking and action learning under the background of “Internet +” from four aspects: curriculum connotation, system construction, effect analysis, and curriculum thinking, so that students can play their subjectivity in education courses and improve. The initiative and interaction of students in the classroom encourages students to not only know, feel, and experience in education courses but also dare to speak, ask, and question and be the leaders of the classroom.

A preliminary study of the ideological and political path of public English courses in vocational colleges and universities with new media background

Under the background of the rapid development of new media, the organic integration of public English courses and ideological and political education in vocational colleges and universities is facing opportunities and challenges. How to use new media technology to improve teaching effectiveness, cultivate students' media literacy, and conduct effective curriculum thinking is an urgent problem to be solved. Taking the public English of vocational colleges and universities as an example, this study takes the problems and challenges faced by public English teaching in colleges and universities under the background of new media, and explores the effective way to use new media technology to realize the thinking and politics of public English courses.