Elementary Curriculum Research Articles

Perspectives of a non-medically and a medically qualified early career anatomy academic on facilitating case-based learning sessions for undergraduate medical students.

Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a non-medically qualified early career anatomy academic (ECAA) include exposure to clinical cases that help the academic develop an understanding over key clinical cases at the context of clinical anatomy and other disciplines including physiology, pathology, and pharmacology. Furthermore, facilitating CBL sessions assists in the acquisition of basic knowledge over history taking, the conduction of clinical examinations, the investigations performed for the diagnosis of a condition as well as how it is managed. The major benefits of facilitating CBL sessions from the perspective of a medically qualified ECAA include staying in touch with the clinical aspect of medicine and becoming familiar with the country's healthcare system and its professional standards. Perceived benefits shared by both the non-medically and medically qualified ECAA include the opportunity to become familiar with the structure and key elements of the pre-clinical medical curriculum as well as gain experience in facilitating small group teaching sessions. Overall, facilitating CBL sessions can help non-medically and medically qualified ECAAs in different contexts that may help them with their individual career goals, can encourage collaborative discussions between clinical and non-clinical anatomy academics as well as help bridge the gap between the anatomy teaching approaches employed by non-medically qualified and medically qualified anatomy academics.

Profiling Creative Thinking Skills among Elementary School Students: A Study Based on the Merdeka Curriculum Elements

Profiling Creative Thinking Skills among Elementary School Students: A Study Based on the Merdeka Curriculum Elements

An Empirical Analysis on Certified Public Accountants (CPA) Exam Passage Rates in Texas

Studying noncurricular features alongside existing curriculum elements provides valuable information for improving professional programs that prepare future business leaders (Barilla, 2008). We use a large sample of aggregated CPA exam passage rate data from 12 Texas public universities over a ten-year period to analyze CPA exam passage rates. We then investigate the interactions across sample years, number of examinees, degree types, and exam sections. Our findings provide curriculum developers and schedulers with considerable insights into the delegation of teaching responsibilities owed to examinees and employers who increasingly expect the rewards of prompt CPA certification.

Cultural Literacy : Ondel-Ondel Betawi in Elementary School Textbooks

This study aims to analyze the use of Betawi ondel-ondel in elementary school textbooks as a means of cultural literacy for students. The methodology used is a literature study that includes a review of elementary school textbooks that contain material about Betawi culture and the use of ondel-ondel in an educational context. The results showed that the use of ondel-ondel in elementary school textbooks made a positive contribution to students' understanding and appreciation of Betawi culture. Students not only gained knowledge about ondel-ondel, but also developed important cultural literacy skills. The conclusion of this study is the importance of integrating local cultural elements in the primary education curriculum to enhance students' understanding of their cultural heritage. The last recommendation from this study is the need for more research and development of teaching materials that utilize the potential of local culture as a means of learning in elementary schools

Linguistic complexity of elementary mathematics word problems and their translations

Because word problems present mathematical information through a scenario, they are language-intensive and require mathematical and reading comprehension skills to solve them. In addition, they are linguistically complex, which makes them challenging for all learners, especially multilingual learners. Given the rising number of dual-language bilingual programs in the United States—which have the goal of simultaneously supporting content and language learning—it is important to understand the linguistic complexity of word problems and their translations. Therefore, we adopted a sociolinguistic perspective to recognize the inextricable relationship between language and mathematics and conducted a linguistic content analysis of Grades 1 and 4 addition/subtraction word problems in a widely used U.S. elementary curriculum. We analyzed the ways in which word problems were linguistically complex and how complexity differed between English, French, and Spanish translations. We found that word problems were complex due to vocabulary inconsistencies, assumed cultural knowledge, verb tenses, and errors. The French and Spanish translations also had more errors and inconsistencies than the English source text. Findings have implications for curriculum and assessment developers related to multilingual editing and linguistic and contextual consistency, as well as for teachers to support students’ engagement with language and mathematics.

AlgeoMath를 활용한 초등 도형 과제의 도구화 스킴 분석

Recently, there has been increasing interest in the use of Dynamic Geometry Environments (DGE) in elementary geometry learning. This study aims to analyze elementary geometry tasks utilizing DGE from an instrumental perspective and to identify the conceptual and technical difficulties that elementary students may encounter. To achieve this, we analyzed textbooks and previous studies to extract tasks that utilize the Korean DGE, AlgeoMath, and conducted practical exercises to analyze the instrumentation schemes for each task. The analysis revealed that some terms and symbols of the tools were not aligned with the elementary curriculum or contained mathematical errors, and that some schemes requiring an understanding of functional perspectives or basic constructions in secondary mathematics could present conceptual and procedural difficulties for elementary students. Furthermore, we found that precisely implemented transformation tools were not suitable for the informal and intuitive learning of elementary plane figure movements. Finally, it was confirmed that the inherent characteristics of DGE, such as the independence and dependence of objects and the hiding feature, as well as the functional limitations and errors of AlgeoMath, could pose challenges for students. Based on these findings, the study suggests pedagogical implications for elementary mathematics lessons using AlgeoMath and provides insights into the functional composition of DGE for elementary use.

The four-dimensional curriculum framework: 10 years on

The Four-Dimensional Curriculum Framework (4DF) was first published in Focus on Health Professional Education in 2013. It was created in response to a gap in the literature for a curriculum development tool for interprofessional health that could navigate the challenges associated with conceptualising shared educational opportunities across siloed health professional programs. Its four interconnecting dimensions emphasise the dynamic interplay between curricular elements, highlighting the fact that curriculum design is rarely linear. As a theoretical curriculum framing tool, it facilitates the articulation of big picture considerations when designing learning and teaching activities. Since 2013, it has been cited 60 times by researchers and educators across the globe, indicating that it has been used largely as it was originally intended—to interrogate the purpose and effectiveness of a curriculum in broad terms. This paper revisits the features of the 4DF and, in the light of its application in the literature, explores opportunities to expand its functionality from a theoretical framing tool to one that also provides a practical application of the framework.

Mapping pedagogies of education for sustainable development in Scottish higher education institutions

Sustainable Development Goal (SDG) target 4.7 promotes education for sustainable development (ESD), urging higher education institutions (HEIs) to prepare students to address global sustainability challenges. Currently, the target indicators do not assess how ESD is enacted in HEIs, making ESD provision a black box in achieving SDG 4.7. This article proposes an analytical tool based on actor–network theory (ANT) to ‘unpack’ the black box of ESD pedagogies in HEIs. ANT allows a closer look at the web of human and non-human actors and their interrelations, visually mapping how ESD pedagogical practices are enacted. Drawing on public sustainability reports and ESD-related web pages of eight Scottish HEIs, we employed a hybrid data analysis approach to produce such a map. The aggregated actor–network map reveals clusters such as university sustainability bodies, ESD-related programs, curriculum elements, co-curricular training, and sustainability awards. Also, Scottish HEI reports and web pages tend to emphasise and quantify what is taught regarding sustainability issues and not elaborate on how ESD is taught. This way, ESD pedagogical practices, connecting students, educators, and curriculum to produce transformative learning, are missing in university reporting. Making those practices visible would provide further solid evidence of Scottish HEIs’ contribution to SDG 4.7.

Perspectives of undergraduate medical students regarding competency-based curriculum.

Background The competency-based undergraduate medical curriculum has a number of new elements. Few authors have attempted to understand the students' viewpoints on the curriculum. We assessed undergraduate students perspectives and ratings about various elements after 2 years of implementation of the curriculum. Methods We included 240 students (2019 and 2020 admission). An invitation letter-cum-information sheet was sent to all the students by email informing them about the study, keeping their identity confidential and the implied consent. A validated questionnaire based on a 5-point Likert scale including 35 closed-ended questions eliciting the students' perception on various elements of the new curriculum and a rating scale from 1 to 5 was designed. Data collection was done using Google forms. Results Of the 240 respondents, 192 (80%) had positive perceptions for the Foundation Course, Attitude, Ethics and Communication skills, Early Clinical Exposure and Community Health Visits. Integrated Teaching, Small Group Teaching and Assessments were viewed less positively (62.9%-75%) and Self-directed Learning received the lowest positive responses (57%-58%). For training as a doctor, the elements considered most valuable were Early Clinical Exposure (70.4%) and Community Health Visits (70.4%) while the least were Logbooks (35.5%) and Reflections (34.2%). Conclusions Students found Early Clinical Exposure and Community Health Visits the most valuable elements whereas Self-directed Learning, Logbooks and Reflections were rated as the least useful.

Leveraging a Community of Practice Model to Accelerate Change

The Community of Practice (CoP) at California State University, East Bay began with a handful of calculus instructors in 2017, and has grown to include nearly all instructors of STEM Pathway courses, from College Algebra through Calculus 1. We describe the evolution of this CoP and the role it plays as a space for departmental engagement in the uptake of new ideas around pedagogy and equity. Our model allows for using more in-depth common curricular elements or adapting the materials as a starting point. As engaged community members, instructors also provide emotional and creative support to each other. We discuss the factors that have contributed to cementing the CoP as an dependable, institutional structure, supporting the ongoing work of course coordination, responding to the needs of our students, and acting as a catalyst for change.

Challenges of Values Education Teachers in Teaching Edukasyon Sa Pagpapakatao (ESP) In The Secondary

Education is crucial in influencing how people think, act, and value things. Edukasyon sa Pagpapakatao (ESP), which aims to help students develop their ethical and moral values, is one of the key elements of the secondary school curriculum in the Philippines. However, it can be difficult to teach values education effectively, especially for ESP teachers who are tasked with instilling in their students the knowledge, abilities, and attitudes necessary for them to grow into mature, self-reliant adults. This research paper explores the difficulties values education teachers encounter when implementing Edukasyon sa Pagpapakatao (ESP) in the secondary education curriculum and how these difficulties impact the program’s learning goals. The purpose of this research is to shed light on the challenges associated with teaching values education. The study considers the viewpoints of ESP teachers. This study can help to improve and enhance the quality of education, particularly in terms of helping students develop ethical and moral values by highlighting the problems and worries values education teachers encounter.

From key competencies to science capabilities and on to enduring competencies: Tracing the trajectory of an idea

There is often a steady trajectory of curriculum change under the surface of developments that might seem arbitrary or inconsistent. This article traces the change from key competencies to science capabilities and, most recently, to enduring competencies. All these changes (and names) respond to increasing awareness of the challenges involved in weaving curriculum elements together. For the Science learning area, these challenges centre on how best to understand why the Nature of Science strand was included in the Science learning area, and what difference it should make to learning experiences. Other learning areas can doubtless describe similar types of curriculum weaving challenges.

Study of the Cultivation of Cultural Awareness in Senior High School English Teaching

This study takes a high school senior English teacher and students in a high school in Chengdu as the research subjects, and uses questionnaire survey method and interview method to understand the current situation of cultivating students’ cultural awareness in high school English teaching. The findings revealed that the following problems exist in the cultivation of cultural awareness in schools: weak cultural literacy of teachers and students, heavy teaching tasks under exam-oriented education without time for the cultivation of cultural awareness, a single approach to teaching culture, and insufficient depth of teachers’ exploration of cultural elements in the new curriculum and teaching materials. In response to the above problems, the author puts forward teaching suggestions based on the current situation of high school culture teaching from three aspects: schools, teachers and students, in order to promote the cultivation of cultural awareness among high school students.

Study on the Teaching Design of “College Physical Education” Course with Ideological and Political Elements

College physical education teachers should explore the college by highlighting goal-orientation for the ideological and political construction of the physical education curriculum, fully excavating and refining the ideological and political elements of the physical education curriculum, innovating in the ideological and political education methods in the physical education curriculum, and perfecting the ideological and political teaching evaluation system in the physical education curriculum. These are the realization paths of ideological and political construction in the physical education curriculum.

학급긍정훈육법을 활용한 초등 교육과정 연계 인성교육 프로그램 개발

Objectives The purpose of this study is to develop a character education program linked to the elementary school curriculum using positive classroom discipline. Methods The research method used to conduct this study was the ADDIE model, a representative ISD model. A design strategy was derived through requirements analysis such as literature analysis, case analysis, and expert interviews, and a draft of the program based on the design strategy was developed. An expert formative evaluation was conducted using FGI. Based on the results of the expert formative evaluation the program was modified and supplemented to produce the final version of the program. The final version of the program was verified for validity in five categories. Results The results of this study are as follows. First, a program design strategy was derived through literature analysis, case analysis, and needs analysis. Second, based on the program design strategy, a draft character edu-cation program using PDC was designed. Third, the final version of the program was derived through expert for-mative evaluation of the draft program. Fourth, as a result of verifying the program with a feasibility test tool, it was overall evaluated positively that the character education program using PDC had explanatory power, usefulness, validity, understanding, and universality. Conclusions As a result of the above research, it is expected that the character education program linked to the elementary curriculum using PDC developed in this study will be a useful program that can be used immediately by teachers in elementary schools. However, since this program consists of content suitable for use in upper grades, it is necessary to develop a program for lower grades of elementary school with easier questions and activities.

초등학교 저학년 신체활동교육에 관한 담임교사의 경험과 시사점

Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.

An Empirical Analysis on Certified Public Accountants (CPA) Exam Passage Rates in Texas

Studying the corresponding noncurricular features in conjunction with existing curriculum elements should provide valuable information for perfecting professional programs that prepare the successful businesspeople of the future (Barilla, 2008). We employ a large sample of aggregated CPA exam passage rate data from 12 Texas public universities across a ten-year sample period to analyze CPA exam passage rates. We then investigate the interactions across sample years, number of examinees, degree types, and exam sections. Our findings provide curriculum developers and schedulers with considerable insights into the delegation of teaching responsibilities owed to examinees and employers who increasingly expect the rewards of prompt CPA certification.

Delivering clinical tutorials to medical students using the Microsoft HoloLens 2: A mixed-methods evaluation

BackgroundMixed reality offers potential educational advantages in the delivery of clinical teaching. Holographic artefacts can be rendered within a shared learning environment using devices such as the Microsoft HoloLens 2. In addition to facilitating remote access to clinical events, mixed reality may provide a means of sharing mental models, including the vertical and horizontal integration of curricular elements at the bedside. This study aimed to evaluate the feasibility of delivering clinical tutorials using the Microsoft HoloLens 2 and the learning efficacy achieved.MethodsFollowing receipt of institutional ethical approval, tutorials on preoperative anaesthetic history taking and upper airway examination were facilitated by a tutor who wore the HoloLens device. The tutor interacted face to face with a patient and two-way audio-visual interaction was facilitated using the HoloLens 2 and Microsoft Teams with groups of students who were located in a separate tutorial room. Holographic functions were employed by the tutor. The tutor completed the System Usability Scale, the tutor, technical facilitator, patients, and students provided quantitative and qualitative feedback, and three students participated in semi-structured feedback interviews. Students completed pre- and post-tutorial, and end-of-year examinations on the tutorial topics.ResultsTwelve patients and 78 students participated across 12 separate tutorials. Five students did not complete the examinations and were excluded from efficacy calculations. Student feedback contained 90 positive comments, including the technology’s ability to broadcast the tutor’s point-of-vision, and 62 negative comments, where students noted issues with the audio-visual quality, and concerns that the tutorial was not as beneficial as traditional in-person clinical tutorials. The technology and tutorial structure were viewed favourably by the tutor, facilitator and patients. Significant improvement was observed between students’ pre- and post-tutorial MCQ scores (mean 59.2% Vs 84.7%, p < 0.001).ConclusionsThis study demonstrates the feasibility of using the HoloLens 2 to facilitate remote bedside tutorials which incorporate holographic learning artefacts. Students’ examination performance supports substantial learning of the tutorial topics. The tutorial structure was agreeable to students, patients and tutor. Our results support the feasibility of offering effective clinical teaching and learning opportunities using the HoloLens 2. However, the technical limitations and costs of the device are significant, and further research is required to assess the effectiveness of this tutorial format against in-person tutorials before wider roll out of this technology can be recommended as a result of this study

Research on the Integration of Theme Education into Curriculum Teaching Practice under the Background of the New Curriculum Standards

The integration of major theme education into the curriculum is a strategic decision to cultivate new talents of the times, and has become an important principle for the revision of the new curriculum elements and curriculum standards in compulsory education. The value demands of integrating major theme education into the curriculum are to implement the fundamental requirements of Bacon's soul casting, respond to the important concerns of the development of the times, and play a key role in curriculum education. However, the integration of major theme education into the curriculum still faces challenges in terms of concepts, methods, and practices. Therefore, promoting practical research on the integration of major theme education into the curriculum can reflect the systematization of selection in comprehensive coverage of multiple themes, highlight the scientificity of organization in three-dimensional presentation of vertical and horizontal correlations, continuously improve the effectiveness of integrating major theme education into the curriculum, and promote the sublimation of the educational value of the curriculum.

Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype

Developing a Curriculum for Non-Native Speakers of Arabic: Employing Thuaimah's Model as a Prototype