Education In School Curriculum Research Articles

The identification of students’ metaphorical perceptions about base values in Turkish language curriculum

The aim of this study is to define the metaphorical perceptions of secondary school students about basic values, such as justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism and benevolence taught, in Turkish curriculum. The study used phenomenological design, and the study group consisted of a total of 114 secondary school students in seventh grade at a public school in Kars, Turkey. In the questionnaire, students were asked to convert their perceptions of the above-mentioned values into the following statement. ‘....value is like...../because.....’. The study results revealed that nearly 70% of the participants created metaphors related to base values, and the most frequent metaphor was ‘brotherhood’ that was created for the base value ‘friendship’. Also, it was found that one of the conceptual categories formed for ‘friendship’ was the only category that all the metaphors created by the participants were negative. Keywords: Value education, metaphor, secondary school education curriculum, Turkish language curriculum

Challenges and opportunities to tackle the rising prevalence of diet-related non-communicable diseases in Africa

Africa is experiencing a sharp rise in non-communicable diseases (NCD) related to rapid globalisation and urbanisation leading to shifts in dietary and lifestyle patterns characterised by increased energy intake and physical inactivity. However, unlike more resource-endowed regions, Africa has a double burden of disease: NCD co-exist with infectious diseases including lower respiratory tract infections, HIV/AIDS and diarrhoeal diseases. The African economy is also relatively weaker, making it difficult to cope with this burden. It is postulated that NCD will soon overtake infectious diseases as the number one cause of death in the African region. The recognition of NCD as diseases and obesity as a related risk factor is weak in Africa, compounded by stigma associated with wasting in HIV/AIDS and obesity being perceived as a sign of wealth, achievement and care. There is also a dearth of data on overweight and obesity in the region and little knowledge that infant feeding practices, such as breast-feeding, are linked to reduced risk of NCD in both children and mothers. While complex multi-sectoral approaches to address this NCD menace are needed, Africa may benefit from taking simple initial steps to address NCD risk factors including: (1) behaviour change communication to challenge perceptions on NCD; (2) promoting and protecting breast-feeding; (3) formulating policies and regulations limiting wide availability of unhealthy foods; (4) mainstream nutrition education in school curricula and (5) collection of accurate data based on indicators that can reflect the double burden of disease and malnutrition; and fostering multi-sectoral actions against NCD.

Urban Design Workshops in the Education Curriculum: Advantages and Disadvantages

Urban design workshops have become a quality addition to the regular education curriculum in architecture, urban design, and landscape architecture schools. In many of these institutions, short courses or workshops are introduced as an obligatory part of the design studio. However, the quality of urban design workshops varies. This study focuses on twenty-five years of experience in teaching through workshops. Workshops, which are very often an extracurricular activity, can be used as a tool for curricular renovation and flexibility because they complement the studio program. The advantages of introducing programs with urban design workshops into education is that the professional subject changes every year depending on the current events taking place in the surroundings and the profession, and, in comparison to the compulsory curriculum, this dynamic component of studying links students and practice. During the course of the workshop, the students have to focus their thoughts, work, and results in a short period. This allows them to contemplate current events, and also to assess both their individual capabilities and knowledge gained through regular studies and extending the intuitive and intellectual learning process. The main disadvantage of urban design workshops is that only by completing all phases of a workshop will participants have the best results from every perspective. The first phase of preparing a workshop, when its themes and goals are set, places a lot of responsibility on the teachers that organize the workshop. Regular work usually occupies the teaching staff, and so this phase presents a burden for their educational and other activities at the school. The second phase is the very core of the urban design workshop, when all of the planned activities come together. It is essential for the participants to share their experiences and work in a common living environment for a few days. The results of the workshop—that is, transformation of their experiences into design—are seen in the third phase thorough exhibitions, presentations, or publications. It is usually difficult to continue workshop activities after the very intensive work in the second phase. The third workshop phase requires a new investment of creative energy.

A study on awareness of HIV/AIDS among adolescent school girls in an urban area of North Bengal, India

Background: HIV/AIDS has recognized throughout the world as the important public health problem and adolescents are at greater risk of having this infection because of varying behavior pattern. Adolescents need correct information to prepare them to make better choices in sexual behavior. The present study was conducted to find out the existing knowledge regarding the causes, modes of transmission, prevention and social impact of AIDS.Methods: Setting based cross-sectional study done in the secondary and higher secondary students of Siliguri Girls School during July-September 2018. A self-administered, well designed pretested semi structured questionnaire with anonymity of the respondent was used for data collection with the help of interview.Results: 66.2% of girls knew sexual intercourse as the primary route of transmission whereas 22.9% knew airborne as the method. 60.8% of them thought isolation could prevent HIV/AIDS and safe sex can prevent transmission 59.4%. All the correct four routes of transmission were known by only 14.2% of students.12.55 of them knew about AIDS vaccine. Working with AIDS patient, using same toilet or sharing meals or swimming were the common myths among them to contract HIV/AIDS.Conclusions: Prevention being the only strategy available for HIV/AIDS is of utmost importance that knowledge regarding its various aspects should be dispersed among the adolescents through addition of chapter of AIDS and sex education in school curriculum.

Fostering peace education through classroom interactions amongsts students in home economics in Nigeria secondary schools

The development of peace education curriculum in Nigeria secondary schools has been interdisciplinary. The contents of peace education have been integrated into existing subjects including Home Economics. This paper makes a case for the use of relevant classroom interactions and also a case for the use of relevant home economics curriculum. The issue of peace and peace education is discussed. This was followed by the relevance of home economics to peace education. The concept of classroom interactions is also presented. Finally, some elements of classroom interaction in Home economics for peace Education where discussed along with some recommendation.

A study of the effects of limited exposure to ict in the secondary education of rural and low-income students in Sri Lanka

Sri Lanka has a proud tradition of free education in primary to University levels and the literacy score of the country is very high compared with other developing countries. Information and Communication Technology (ICT) is an important emerging field in accomplishing crucial objectives in Education. Sri Lankan government has been taken several attempts to implement ICT educational programs and to integrate ICT education to school education curriculum since the year 2006. However, it has not been achieved the projected standard. Computer literacy level of 39.2% is estimated in the urban population of Sri Lanka recently, and considerably lower percentages are assessed in rural areas (25.5%) and estates (9%). This is very strong evidence that ICT literacy has not spread across the country at the same pace. These differences start from secondary education and the consequences very much affect the higher education and job. The study mainly analyses the effects of ICT education in the secondary level of education through literature survey and by questionnaires and interviews with major stakeholders of ICT education such as officials, heads of schools, teachers, lecturers, instructors and students. I found that there is a large gap between urban and rural areas secondary education in terms of infrastructural facilities, ICT laboratories, qualified teachers, quality of training programmes, and teaching and study materials. I recommend equity in the distribution of physical and human resources and awareness programmes in all the government schools and the improvement of ICT secondary education in terms of curricula, student centred teaching, outcome-based education, special evaluation system, English language, and continuous monitoring.

Factors Influencing Households Health Status in Machakos County, Kenya

Health as a form of human capital is crucial in the production of market and non-market commodities. It is, therefore, imperative that individuals/households invest in health as it directly influences their capacity to be productive and generate wealth. Investment in health is achieved through use of market and non-market goods and individuals own time as inputs. This study aimed at establishing the ways through which households/individuals produce their health; effect of health knowledge on health and providing policy measures to improve the health of households. A 2SLS translog health production function was employed using primary data obtained from a sample of households in Kangundo and Matungulu Sub-Counties. The study found that, the residents had normal weight according to World Health Organization classification and hence good health status, though in every 100 residents three were obese, 31 overweight, and nine were underweight. According to the study, health status improved with the frequency of fruits and vegetables consumed by individuals/households. Moreover, moderate exercise was found to be good for improved health status though excessive exercising had deleterious effect on health capital. Health knowledge was negatively related to health status, whereas it was positively related with the quadratic term for health knowledge. The study recommends that households be encouraged to increase the intake of fruits and vegetables. This could be achieved by encouraging small-scale farmers to practice horticulture, by intercropping different types of fruits and green leafy vegetables. Further, households need to be empowered with more health knowledge, by integrating health education in school curriculum from early childhood to university levels, though; this should not be tested in the final national examinations. It would be appropriate to deploy couples in the same areas, not only to reduce HIV/AIDS incidence among married people, but also improve their health status as established by the study.

Evaluation of Cognitive and Effective Domain of Environmental Education in School Curriculum

The Education has been considered a tool to bring a desired social change in the society, and to achieve this goal Curriculum is the right instrument. This research study was conducted to assess integrated environmental education principles within the school curricula. This study main objective was to analyze the four basic components of the curricula: aims, material, teaching methods and assessment. This research was delimited to the region of Punjab and Islamabad and Class 1-10 high school level. A sample of 370 teacher and 3550 students was selected using Stratified random sampling technique. The researcher personally visited the local areas of Islamabad, Attock Mianwali and Sheikhupura to collect the data. Descriptive statistics were used to analyze the collected data. The statistical analysis of the test revealed that cognitive domain of the students and the teachers had shown significant improvement, however there was no significant difference in the attitudinal domain.

A study on prevalence of overweight and obesity amongst school children of Bangalore

Background: As such, obesity and overweight have both been described as anomalous accumulation of excessive body fat which may be harmful to health. Obesity is one of the most prominent problems imminent among all societies, particularly in developing countries. Often these conditions lead to complications such as hypertension, diabetes, cardiovascular diseases and if not treated timely, death. The objective of the study was to assess the prevalence of overweight and obesity amongst school children of Bangalore and to study the association of age and gender with overweight and obesity amongst school children of Bangalore.Methods: School based cross sectional study was conducted at B.G.S International school, from August to December 2017. Students aged 6 to 16, who were present during the survey, were included in the study.Results: Overall, the prevalence of overweight and obesity among the students were 7.09% and 4.08%. The prevalence of overweight and obesity amongst boys were 3.19% and 2.04%. The prevalence of overweight and obesity amongst girls were 3.90% and 2.04%.Conclusions: Integrating physical activity and nutrition education in school curriculum at all levels will play a great part in decreasing the prevalence of obesity and overweight.

Forests and forestry in the current kindergarten and primary school core curriculum in Poland

Abstract The aim of this work was to present topics related to forest and forestry in the current core curriculum of pre-school and general primary school education in Poland. For this analysis, teaching content related to forests and forestry was selected from the first three annexes of the Regulation (2017). This content is intended for children starting from the kindergarten age all the way to 8th grade as well as pupils with intellectual disabilities. In the current core curriculum, there are more topics devoted to forests and forestry than in previous analogous documents. This applies in particular to themes related to forest management, sustainable development and forest functions. Nevertheless, many topics related to biology and forest ecology remained in the curriculum, while little of the teaching content is related to threats and protection of the forest, hunting or harvesting of wood. In recent years, these have been issues that caused a number of social conflicts and controversies. Therefore, the content of forest education, which is not included in the core curriculum, should be thoroughly discussed in particular in non-formal education, because students most often have not previously been exposed to these issues. The broadened scope of themes related to forests and forestry in the current core curriculum for kindergartens and primary schools is the result of good cooperation between the State Forests and the Ministry of National Education. It would be worthwhile to continue this cooperation to implement coming changes of the above-mentioned document, supplementing the missing content as well as possible.

Introcepcja wartości moralnych jako zadanie i wyzwanie dla nauczyciela edukacji wczesnoszkolnej

<p>Wychowanie ku wartościom, mimo że jest ważnym, a może najważniejszym, zadaniem szkolnej edukacji, wiąże się z wieloma trudnościami. Przyczyny i uwarunkowania tego stanu są złożone. Ważnym uwarunkowaniem są ,,oscylacje” aksjologiczne w szeroko rozumianym środowisku społecznym, chaos aksjologiczny prowadzący do aksjologicznej ,,ślepoty”. Jednym z kluczowych zagadnień wychowania ku wartościom, w tym wartościom moralnym, jest introcepcja wartości.</p><p>W poniższym opracowaniu ukazane zostaną w skrótowej formie: istota wartości moralnych oraz zarys teoretycznych podstaw introcepcji wartości. Dokonana zostanie również analiza podstawy programowej edukacji wczesnoszkolnej pod kątem możliwości introcepcji wartości moralnych. Podjęta zostanie próba nakreślenia zadań dla nauczyciela edukacji wczesnoszkolnej.</p>

Water education in school curricula: impact on children knowledge, attitudes and behaviours towards water use

At present, there are alarming reports raising serious concerns about water availability in many countries including Morocco. In this context of water scarcity and increasing water demand, education may play a crucial role in transforming values and habits that promote a sustainable management of the resource. Therefore water education topics should be incorporated in school curricula. The first objective of the present study was to explore the status of water education in Moroccan curricula designed for Primary and Lower Secondary School levels. The second objective consisted in assessing students’ knowledge, attitudes and behaviour regarding water-related issues. The study results showed that water-related topics are incorporated in the curricula with multi and interdisciplinary approaches and the most involved are Sciences and Geography; however there is a lack of field and extracurricular activities. While students’ attitudes towards water were positive, their daily water use habits did not match attitudes. To make curricula more effective in changing students’ attitudes and behaviour regarding water use and conservation, water-topics should be taught in accessible ways using values-driven education and innovative methods, field trips and school life activities.

중학교 역사교육과정과 교과서의 단원 구성을 통해 본 고려 역사상의 변화

중학교 역사교육과정과 교과서의 단원 구성을 통해 본 고려 역사상의 변화

The Positive Effects of a Combined Program of Creative Dance and BrainDance on Health-Related Ouality of Life as Perceived by Primary School Students

Abstract The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..

NILAI BUDAYA SEKOLAH DALAM PELAKSANAAN KURIKULUM PENDIDIKAN DI SMK BEKASI

This study aims to determine and analyze the school culture values ​​associated with the implementation of the curriculum in the learning process at school. The study was conducted on teachers at SMK in Bekasi. The research used quantitative method with correlation analysis and regression analysis. Data were collected by using instruments on the variables used in the study, ie school culture and educational curriculum. This study found that the school culture aspect has a relationship with the educational curriculum, both academic, socio-cultural and democratic cultures have a positive influence on the school curriculum, so it can be said that the curriculum used in schools will be done well if it has a school culture it is also good that curriculum development in schools requires attention and focus on school culture factors as a way to improve the quality of education curriculum in schools.
 Keywords. Value of School Culture, Education Curriculum, School, Quality

Space of Geography Content in Social Studies of School Education Curriculum in Nepal

Social studies education (SSE) is placed among the major academic disciplinary subjects within the school curriculum even from the primary/basic to the secondary level. It is a compulsory subject in the Secondary Education Examination (SEE) as well as it was also in the School Leaving Certificate (SLC) Examination. Importance of the subject itself has no question, despite that the content inside the subject and the delivery of the subject to the student are the major concerns. By the principle, the SSE is the combination of knowledge, skill and values of the society. It is the composition of the academic disciplinary subjects of social sciences, such as, geography, history, sociology, anthropology, civics, economics, psychology, culture including numbers of social issues and agendas in an integrated form including the past events in the study enables and inspires students to understand the present and become the bona fide citizens. The present paper has focused the position of geography content in the social studies of school education curriculum in Nepal. It has been over viewed in the context of content incorporated inside the subject according to the grades from basic to the secondary level and the delivery systems in each chapter. At the end, the final outcomes have been summarized as a form of suggestions to improve the disciplinary development of geography content in the social studies of school education curriculum. The Third Pole: Journal of Geography Vol. 17: 1-20, 2017

The Application of a Strength-Based Approach of Students' Behaviours to the Development of a Character Education Curriculum for Elementary and Secondary Schools

Character education programs have gained increasing interest in the past decade and are designed to produce students who are thoughtful , ethical, morally responsible, community oriented, and self-disciplined. However, curriculums to develop character education programs have not always been readily embraced by either educators or students. Character is diffuse, abstract, and global and is not easily operationalized into lesson plans. Personal strengths of students, on the other hand, are important aspects of character that have the added advantage of being concrete, specific, and experiential. In this paper, it is argued that by developing a curriculum of character education that is based upon students' strengths in multiple domains of functioning, it is possible to achieve the goals of character education.

The White Paper, Education and the Crafts: An Assessment of Values

A parallel of instrumentally direct thinking can be drawn between the Alberta Government's White Paper on industry and science, and the Industrial Education curriculum for schools. This reveals a philosophy which focuses on "means" to the detriment of the inherent qualitative dimensions of work and learning. An analysis of "craft" testifies to the central, creative role of the craftworker, and shows how craft in its traditional "making" sense forms an interrelated whole of means, ends, and values. On this account craft can, and in some industrialized counties does, play an important part in education, industry and the quality of life generally.

A Study on Competencies of Teacher for Organizing and Operating of National Competency Standards Based Vocational Education Curriculum (NCS based curriculum) in Vocational High Schools

A Study on Competencies of Teacher for Organizing and Operating of National Competency Standards Based Vocational Education Curriculum (NCS based curriculum) in Vocational High Schools

Integration of Culture Education in School Curriculum: A Critique

Integration of Culture Education in School Curriculum: A Critique