Elementary Curriculum Research Articles

Development of Textbooks for Elementary School Curriculum Study and Development Course

This study aims to develop an elementary curriculum study and development textbook specifically designed for 5th-semester students in the Elementary School Teacher Education program. The textbook is aligned with the current syllabus and aims to improve students' conceptual understanding in the Elementary School Curriculum Study and Development course. To ensure that the textbook meets the needs of effective learning, this research uses the ADDIE model which includes 5 stages namely Analysis, Design, Development, Implementation, and Evaluation. The data collection technique uses a validation instrument in a semi-open questionnaire. The validation results showed high qualification scores from two experts: content and material (87.50%), presentation (89,06%), and language (87,50%). Small group trials involving 30 fifth-semester students taking the Elementary School Curriculum Study showed an average acceptance rate of 87,00%, indicating that the textbook was well-made and suitable for use. With this research, the results are obtained in the form of elementary school curriculum study and development textbooks that have been adapted to the development of the current educational paradigm.

Predicting Exploration Crew Medical Officer Training Needs: Applying Evidence-Based Predictive Analytics to Space Medicine Training.

Predictive analytics may be a useful adjunct to identify training needs for exploration class medical officers onboard deep space vehicles. This study used a preliminary version of NASA's newest medical predictive analytics tool, the Medical Extensible Database Probabilistic Risk Assessment Tool (MEDPRAT), to test the application of predictive analytics to exploration crew medical officer curriculum design for 5 distinct design reference mission (DRM) profiles. Partial and fully treated paradigms were explored. Curriculum elements were identified using a leave-one-out analysis and a threshold of 5% risk increase over the fully treated baseline. For the partial treatment scenario, among the 5 DRM profiles 4-32 curriculum elements met the 5% RRI increase. For the absolute treatment scenario, among the 5 DRM profiles, 13-126 curriculum elements met the 5% RRI increase. For the partial treatment paradigm, 13 capabilities are present in at least 3 of the 5 DRM profiles, and these elements may constitute a common baseline curriculum. This covers 41% of the skillsets needed for an ISS-like profile, 100% of a late Artemis-like profile, 41% of a Mars mission-like profile, 100% of a Starship orbital-like profile, and 68% of a Starship lunar flyby-like profile. This proof-of-concept study demonstrated that predictive analytics can rapidly generate generic and mission profile-specific exploration CMO curricula using an evidence-based process driven by optimizing mission risk reduction. This technique may serve as part of a human-machine team approach to medical curriculum planning for future space missions. It has significant potential to improve astronaut health and save time and effort for planners, trainers, and trainees.

Inheritance and Innovation of Traditional Cultural Elements in Primary School Music Curriculum Under STEAM Education Model

Inheritance and Innovation of Traditional Cultural Elements in Primary School Music Curriculum Under STEAM Education Model

Kerncurriculum und Migrationsgesellschaft. Zur Bedeutung von Migration in der Erziehungswissenschaft als Disziplin und in einer professionsorientierten Lehre

The relationship between migration and education is integrated into multiple discourses within educational science: the discussion surrounding learners’ “migration background” in performance comparisons; the incorporation of migration knowledge within post-colonial epistemologies; and the conceptualization of racism within the context of anti-feminism. Including this dimension in the core curriculum is innovative as it moves away from a pedagogical framework focused on adaptation and assimilation instead of addressing the educational conditions shaped by a migration society. This approach emphasizes that engaging with post-colonial, anti-racist, and anti-Semitic content is not merely a trend, but a crucial element in a core curriculum aimed at fostering professional development.

A tutor training framework for radiographers: Basic concepts to effectively train future generations of professionals

IntroductionClinical practice is crucial for the professional development of radiographers. To effectively benefit from their training, students need guidance from well-trained and competent tutors. However, the literature lacks evidence of training programs specifically designed for radiographer tutors. This study aims to suggest a novel framework able to identify the key elements of a successful tutor training curriculum for radiographers. MethodsThrough a literature review on the topic of tutor training in the healthcare sector, a novel tutor training framework specifically for radiographers was developed. This model is structured into two main components: knowledge development and skill acquisition. The framework emphasizes four key topics: understanding the essence of tutoring; conducting briefing, debriefing, and providing feedback; addressing students' psychosocial challenges; conducting simulations and role plays. It concludes with a skill test. ResultsThe proposed curriculum highlights the importance of tutors understanding their roles and responsibilities, as well as the significance of providing feedback and conducting briefing activities. Noteworthy additions to this pioneering model include an in-depth examination of the psychosocial challenges faced by students during their training and the introduction of role-playing activities. These activities help tutors develop empathy and better understand the students' perspectives and needs, therefore optimizing the tutoring experience. ConclusionThis framework outlines the fundamental principles that tutors should incorporate into their daily tutoring activities to maximize student learning and engagement. Emphasis is placed on understanding the psychological challenges faced by students, which can help tutors tailor their teaching to better meet students' needs. Implication for practiceThe proposed framework wills to promote significant improvement in the clinical practice of future professionals through the optimization of tutors' competencies.

미술과 교사 교육에서 디지털 기반 내러티브 교육과정에 대한 델파이 연구

This study gathers expert opinions on developing a digital-based narrative curriculum for pre-service elementary teachers. Eleven university art education experts participated in a three-round Delphi survey,reaching a consensus on 55 items related to the necessity, objectives, advantages and challenges, categories, and content elements of a digital-based narrative curriculum. The study’s findings suggest the following: First, teacher education institutions can establish new courses on digital-based narrative education or incorporate the topics and content elements proposed in this study into existing courses. Second, they should support course delivery with instructional materials, strategies, and techniques for effectively teaching digital narrative curriculum content. Third, the curriculum can encourage preservice teachers to reconstruct their knowledge and experiences narratively to shape their professional identities. Fourth, institutions can foster digital literacy through integrative, narrative-based learning experiences across multiple subjects. Fifth, they should include ethics and copyright education and address the digital divide in digital environments. Based on these results, we hope future efforts will focus on developing detailed lesson plans, introductory textbooks, and ongoing teacher training to promote practical education in this field further.

The status quo of global geriatric radiation oncology education: A scoping review

PurposeTo identify potential gaps in geriatric radiation oncology (RO) education worldwide, as measured by geriatric oncology (GO) content within postgraduate RO training program (TP) curricula across 8 focus countries. Methods and materialsThe need for improved education around GO is internationally recognized and is a key strategic priority of the International Society of Geriatric Oncology (SIOG).Two reviewers undertook a systematic scoping review from March to September 2023. Focus countries were selected using predefined selection criteria based on national radiation therapy (RT) service provision, RT access and post-graduate specialty training standards. This review is in accordance with evidence-based curriculum design methodology and represents the initial phase i.e., problem identification and needs assessment. ResultsOverall RO TP and curriculum elements varied by jurisdiction. Common elements included length of training, summative assessments and prerequisite requirements. Considerable variability exists across TPs around identified learning outcomes, content, TP organization, training networks and accreditation.Across 6 TPs, only 2 had any documented GO curriculum content. Of these, only one contained geriatric RO content scoring moderate to high based on accepted quality benchmarks. Outside official RO TPs, there is considerable GO online education content, including face to face courses, peer-reviewed articles, learning materials and resources relevant to RO postgraduate training worldwide. However accessibility to these learning interventions may be region specific and content is not standardized. ConclusionsAs expected, this systematic scoping review has identified significant gaps in GO education within RO TPs worldwide. These findings represent an essential step in the development of evidence-based recommendations for updating standards for GO training within RO training programs and establishing a globally accepted, standardized benchmarks for minimal geriatric RO education. In turn, this will ensure future radiation oncologists are able to deliver a high standard of care to and improve outcomes for older people with cancer.

Resident Education in the Age of AI.

Artificial intelligence (AI) is a rapidly expanding field of interest to radiologists for its utility as an adjunct in detecting and reporting disease and its potential influence on the role of radiologists and their practices. As radiology educators, we are responsible for developing and providing access to curricular elements that will prepare residents to be good stewards of artificial intelligence resources while also acquiring fundamental knowledge and skills that are essential to daily practice. Residency programs should consider collaborative approaches as well as solicit support from national societies in the development and curation of their AI curricula.

Just In Time! Assessment of Internal Medicine Resident Point of Care Ultrasound (POCUS) Attitudes and Behaviors After Spaced Intervention at Two Residency Programs.

Point of care ultrasound (POCUS) is a complex psychomotor skill that requires scaffolded support for skill acquisition. However, the effect of spaced curricular elements on learner POCUS behaviors are not clearly understood. Using a multi-site observational cross-sectional survey study, we measured resident baseline POCUS use, behaviors, and attitudes and then implemented POCUS workflow and just-in-time POCUS curricula during internal medicine resident ward rotations and assessed changes. Self-reported personal and team POCUS use and documentation habits all improved between baseline and the just-in-time teaching. Personal POCUS use correlated with team POCUS use (ρ=0.431; p<0.001) and co-resident POCUS use (ρ=0.242; p=0.035). Attending POCUS use correlated with team POCUS use (ρ=0.523; p< 0.001), but not personal use. Overall, we found moderate, but statistically significant, improvements in reported resident and team performance of POCUS and documentation habits, suggesting that just-in-time interventions may promote POCUS use. Co-learning also appears to be a key influencer for POCUS use.

Backward Design in Pre-Service Teacher Education to Enhance Curriculum Knowledge

This action research aimed to enhance the curriculum knowledge of 37 pre-service teachers in early-childhood education through backward design (BD) as an innovative framework. Participants enrolled in an online curriculum development course focusing on curriculum elements and underwent BD-based instruction for five weeks. Multiple data collection tools were employed, including pre- and post-achievement tests and curriculum literacy scales, digital learning journals, performance tasks, course observations, and interviews. The results showed a significant improvement in the curriculum knowledge of the pre-service teachers. This was evidenced by a notable increase in curriculum literacy scores, a moderate improvement in achievement test scores, and positive performance task outcomes. These findings highlight the effectiveness of BD-based instruction in enhancing the curriculum knowledge of pre-service teachers. This study provides valuable insights for teacher educators to effectively tailor their instructional approaches. Further research is needed to validate these results and advance instructional practices in pre-service teacher education.

Recommended Elements of a Musculoskeletal Course for Fourth-Year Medical Students: A Modified Delphi Consensus

Background and Objectives: A recognized gap exists between primary care physicians’ training in musculoskeletal (MSK) medicine and the burden of MSK complaints in primary care. Family medicine interns often lack adequate baseline MSK physical exam skills, which prompted a proposal to introduce a fourth-year preceptorship to reinforce MSK education. The aim of this study was to prioritize the most important elements to include in this new clinical rotation. Methods: We employed a three-round, modified Delphi method to derive consensus. Eleven panelists with experience and expertise in MSK training, medical education, or both generated a list of 118 elements. Each panelist then ranked each element by level of importance, and we reviewed the results. The ranking process was repeated two more times with a goal of achieving consensus. Results: Seventy-seven curricular elements (topics, skills, experiences) achieved consensus recommendation by being ranked either “fairly important” or “very important” for inclusion in the curriculum. Twenty-eight items were unanimously ranked “very important,” 42 received a mix of “very important” and “fairly important” rankings, and seven received unanimous ranking of “fairly important.” Three items were unanimously ranked “neither important nor unimportant.” Conclusions: Longitudinal repetition of physical exam skills, reinforcement of relevant anatomy, and incorporation of specific frameworks for approaching MSK care are important components. Physical examination of the shoulder, knee, back, and hip are especially meaningful clinically.

Recent advances in laboratory education research

Abstract This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide.

Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (LOMLOE). The data, derived from the 17 autonomous curricular decrees, were examined using lexical and grammatical analyses, then processed with Atlas.ti 23 software. The results reveal that the dimensions and categories related to health and healthy lifestyle habits focus mainly on physical aspects. In common areas or fields, physical education and knowledge of the natural, social and cultural environment are the most relevant areas for integrating health and healthy lifestyle habits into the framework in this study. However, the current curriculum proposal lacks continuity between curricular elements. In summary, this study represents a step forward in the recognition of the extent to which health and healthy lifestyle habits are established in the curriculum.

Navigating the Future of Pedagogy: The Integration of AI Tools in Developing Educational Assessment Rubrics

ABSTRACTThe advent of artificial intelligence (AI) technologies heralds a transformative era in education. This study investigates the integration of AI tools in developing educational assessment rubrics within the ‘Curriculum Design Development and Evaluation’ course at the University of A Coruña during the 2023–2024 academic year. Employing an action–research methodological approach, 27 comprehensive evaluation rubrics were developed using AI tools like ChatGPT. The findings highlight AI's ability to enhance rubric precision, efficiency and alignment with curricular objectives, thus facilitating personalised learning experiences. This research underscores AI's transformative potential in education, advocating for broader adoption and the necessity for educators to acquire AI proficiency. The study demonstrates how AI tools can streamline the rubric development process, making it more accurate and time efficient while also ensuring the inclusion of essential curricular elements. Through this approach, AI can support innovative assessment strategies that are both effective and adaptable to diverse educational contexts.

Introducing Elementary Students to the World of Work

Career development promotes the development of key life skills, allows students to discover opportunities, connects school to work, encourages collaboration, and is instrumental in preparing students for postsecondary success. Despite this, many elementary educators struggle to seamlessly integrate career development activities into curricula. This paper will explore how to strengthen students’ foundational career skills, offer suggestions and resources on how to seamlessly integrate career development into elementary curricula, and how to celebrate and share student learning as elementary students discover their personal, career, and/or educational aspirations.

Preparing the future combat surgeon: a survey of the military general surgery trainee GME experience

IntroductionGraduate medical education (GME) lacks a standardized military training program for general surgery residents, and concern exists that they may not be prepared to serve as combat surgeons on training...

Faculty Building for Personalized Medicine and Care

Personalized medicine and care always places the patient at the center and requires psychosocial interprofessional skills. Using the example of personalized care, which is conceived as clinical, biopsychosocial work in an interdisciplinary, care-relevant manner, it is shown why comprehensive and differentiated abilities are required for this activity. According to grounded theory methodology, an interview-study with several experts in the field was carried out in a cyclical research design. As a result, problem definitions and solution concepts suggested to focus existing and development of new curricula or curriculum elements, to focus training processes and students’ qualification profiles for the respective personell-, organizational- development and faculty building. The qualification profile, definitions of learning objectives, as well as their effective implementation and didactic mediation possibilities are empirically reviewed and presented in an overview and exemplary manner. The training is designed to be practice-relevant, patient-centered with sufficient personal reflection skills, which are conveyed through teaching in continuous small groups. Selection procedures and internships take into account the requirements of psychosocial care and academic standards. Workplace-based examinations and case-oriented feedback develop the trainees into professional workers. A priori necessary basic competencies are presented and discussed in order to further elaborate empirical research and curricular strategies. Therefore the respective faculty building can be derived.

Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review.

Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.

Exploring Curriculum In Outdoor And Environmental Education: Uncovering The Hidden Curriculum In Leave No Trace Master Educator Courses

Demonstrated though the illustration of uneven distribution of benefits, disproportionate representation of diverse populations, and the perpetuation of negative perceptions and biases, the fields of outdoor and environmental education have fallen short in providing inclusive and equitable experiences. Though efforts to address discrepancies can be explored through multiple avenues, the present study centers on understanding the presence of hidden curriculum within the Leave No Trace Master Educator Course. Distinct from the overt curriculum, the hidden curriculum includes both positive and negative implicit messages taught alongside the written goals and objectives. Through a qualitative thematic analysis in which interviews with course instructors were coded inductively, we identified the presence of 18 elements of hidden curriculum. Though half of those elements support positive additional knowledge, skills, and attitudes, the remaining half showed the presence of learning and messages related to knowledge and attitudes that may negatively impact learners and contribute to inequities within the field.

Future Ready: Unlocking Financial Literacy among Tomorrow's Leaders

In a country like Yemen, where people exist on meager incomes and struggle to make ends meet, poverty is widespread. There is an urgent need to maintain, administer, and set aside funds for emergencies. This study aims to investigate the level of financial awareness and knowledge among undergraduate students in Yemen. Students in higher education are expected to take responsibility for managing their expenses, indicating a strong level of financial understanding. The study relied on primary data collected from a randomly selected sample of people. A total of 218 students at Hodeida University in Yemen were randomly selected to participate in the study. The Statistical Package for the Social Sciences (SPSS) was used to analyze the data. The results show that the level of financial awareness among Undergraduate Students at Hodeida University in Yemen is high, and also observed that males, on average, have financial knowledge more than females. In this light, the research adds to the body of information on financial awareness by illustrating the significance of financial literacy and access to financial knowledge among Yemeni undergraduate students. Finally, we strongly recommend academics, teachers, legislators, financial institutions, and governments make financial education a mandatory element of every school's curriculum, regardless of the level.