Implementation Of Science Curriculum Research Articles

Infusion PCTS Syntax in the Implementation of the Middle School Science Curriculum

Curriculum implementation is an important stage in supporting the success of a curriculum designed by educational institutions. This research aims to apply the PCTS syntax in one of the science learning materials in junior high schools. PCTS is a learning model that focuses on improving students' critical thinking abilities through solving contextual problems. The method used in this research is a qualitative method using a descriptive approach. Data was collected through document study. Data analysis techniques through reduction, presentation, and conclusion. The findings obtained are that the PCTS model is quite easy to apply to science learning as a form of curriculum implementation, and is very supportive of improving students' critical thinking through the PCTS syntax, especially in the last two steps of the syntax. The conclusion is that the PCTS model is believed to support the implementation of the Merdeka Science Curriculum for Middle Schools in improving the critical thinking of individual students through the infusion of PCTS model syntax in science learning at the middle school level. AbstrakImplementasi kurikulum merupakan tahapan penting dalam menunjang keberhasilan suatu kurikulum yang dirancang oleh institusi pendidikan. Tujuan penelitian ini adalah untuk mengaplikasikan syntax PCTS dalam salah satu materi pembelajaran IPA di SMP. PCTS merupakan model pembelajaran yang berfokus pada peningkatan kemampuan berfikir kritis siswa melalui penyelesaian masalah kontekstual. Metode yang digunakan dalam penelitian ini yaitu metode kualitatif menggunakan pendekatan deskriptif. Data dikumpulkan melalui study dokumen. Teknik analisis data melalui reduksi, penyajian dan penarikan kesimpulan. Temuan yang didapat yaitu model PCTS ini cukup mudah diaplikasikan kedalam pembelajaran IPA sebagai bentuk implementasi kurikulum, dan sangat mendukung terhadap peningkatan critical thinking siswa melalui syntax PCTS, khusunya pada dua langkah terakhir syntax tersebut. Kesimpulannya bahwa Model PCTS ini diyakini akan mendukung implementasi Kurikulum Merdeka IPA SMP dalam meningkatkan critical thinking siswa secara individu melalui infusi syntax model PCTS dalam pembelajaran IPA tingkat SMP.Kata kunci: Critical thinking; implementasi kurikulum; model PCTS; pembelajaran IPA

A Critical Examination of Political Science Curriculum Implementation in Colleges of Education in Osun-State, Nigeria

The implementation of the political science curriculum in colleges of education is of utmost importance to ensure quality education and the development of informed and responsible citizens. This study examined the implementation of political science curriculum in colleges of education, Osun State. The paper examined the appropriateness of teaching strategies adopted by political science lecturers, the relevance of instructional materials used, and students’ attitudes towards the subject matter. A survey research design was adopted for the study. All political science students in colleges of education constituted the population of the study. A sample size of 500 respondents was involved in the study. Five colleges of education were selected for the study using the purposive sampling technique. Fifty political science students were selected from each of the five colleges of education using a simple random sampling technique. A questionnaire was used for data collection. The collected data was analysed using simple percentage. Findings revealed that political science lecturers in colleges of education employed appropriate teaching strategies. Findings also showed that political science lecturers made use of relevant materials in their teaching profession. The study found that most students showed a positive attitude towards learning political science, as evidenced by their regular attendance in the classes. Thus, the study came to the conclusion that the implementation of political science curriculum in colleges of education in Osun State, Nigeria, is effective.

Development and validation of an instrument for assessing scientific literacy from junior to senior high school

Assessing students' scientific literacy is necessary for science education policy, accountability and curriculum design and implementation, and there is a need for a valid, reliable and easy to use measurement instrument by local education authorities. Based on the definition and assessment framework of scientific literacy of PISA, a scientific literacy assessment instrument for junior high school and senior high school students was developed. The Rasch model was used to establish evidence for the validity and reliability of measures of the instrument. The results showed that the instrument measures met the validity and reliability expectations. Student scientific achievement levels were defined into four levels of Excellent, Advanced, Proficient and Basic using the Bookmarking method. The instrument can be used to assess student scientific literacy change from junior high school through high school to inform science education policy, accountability as well as curriculum design and implementation at local education levels.

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

The study's main objective was to determine the best-fit model for science curriculum implementation of public secondary science teachers in Region XII based on pedagogical content knowledge, continuing professional development, and teachers' attitudes toward science. This study used a stratified sampling technique to choose 400 respondents, a quantitative non-experimental causal research design, and mean, Pearson r, multiple regression, and structural equation model (SEM) as statistical tools. Survey questionnaires were deployed to the respondents using the online Google Form. Results revealed that the level of pedagogical content knowledge was very high, the level of continuing professional development was high, the level of attitude toward science was high, and the level of science curriculum implementation was very high. Moreover, pedagogical content knowledge, continuing professional development, and attitude toward science exhibited a significant relationship with science curriculum implementation. Furthermore, pedagogical content knowledge was the domain that best influences science curriculum implementation. Finally, among the five generated models, Model 5 best-fitted science curriculum implementation with pedagogical content knowledge in terms of subject matter knowledge, instructional objective and context, and knowledge of students' understanding, continuing professional development in terms of updating, reflective, and collaborative activities, and attitude toward science in terms of perceived dependency on context factors, self-efficacy, the difficulty of science teaching, and perceived relevance. Keywords: educational management, pedagogical content knowledge, continuing professional development, attitude toward science, science curriculum implementation, structural equation model, Philippines DOI: 10.7176/JEP/14-15-07 Publication date: May 31 st 2023

Design and implementation of a health systems science curriculum at a large teaching hospital

BackgroundPhysicians must increasingly lead change for improvement in the value of health care for individuals and populations. Leadership, stewardship, and population health competencies are not explicitly part of the Accreditation Council for Graduate Medical Education (ACGME) requirements and are best appreciated in the context of Health Systems Science (HSS).HSS education is best approached at the institutional level, yet almost all graduate medical education (GME) curriculum is at the program level. We describe the process of designing and implementing an institutional HSS GME curriculum in a hospital-based sponsoring institution.MethodsA group of diverse stakeholders drafted a curriculum to build competencies in leadership, stewardship, and population health, which was further refined by our Graduate Medical Education Committee (GMEC) and Resident Forum in the academic years 2015–2017. The refined curriculum was implemented at the institutional level of a large urban teaching hospital with over 80 ACGME accredited programs in the 2017–2018 academic year, participation was tracked and impact surveys were conducted.ResultsAll programs participate in at least parts of the curriculum with sustained use. Annual surveys show a progression in assessment of our target competencies and/or opportunities to reflect and provide feedback. The annual program review meeting and GMEC meetings are used to troubleshoot and identify new curricular opportunities.ConclusionThis innovative institutional curriculum has been sustained for over four years and we believe that other training institutions with similar goals will find our experience implementing an institutional curriculum translatable to their clinical learning environment.

COVID-19 Impact on the Implementation of Science Curriculum in Basic Schools from Teacher's Viewpoint

This research aims to determine the COVID-19 impact on the implementation of science curriculum in basic schools from teacher's viewpoints. The study population in general consists of all science teachers who are working at the schools related with the General Directorate of Erbil government in Iraqi Kurdistan, and they were (1765) science teachers in the basic stage in the academic year 2021-2022, where the study sample  consisted of (765) science teachers (438) of them females, and (327) males. The researchers used a questionnaire prepared by researchers. Data was analysed by using the Statistical Package for Social Sciences (SPSS). The statistical procedures used for data analysis in this study included frequencies and percentages, as well as the Pearson correlation coefficient. The results indicated that a COVID-19 pandemic has had a variety of impacts on the education sector, including curricular delays; group and individual absences; and students forgetting previous lessons. Furthermore, online teaching has not been successful at all which has caused teachers to be unable to conduct their study plans. In light of the results, some recommendations were presented.

Management of Islamic Religious Sciences Curriculum Based On The Yellow Bible and Respected In Islamic at The Muada Islamic Islamic Boarding School

The education curriculum occupies a strategic position. The Islamic religious science curriculum is the basis for achieving the goals that have been stated in the document and implemented in the process to realize competent students. Proper curriculum management is needed based on the yellow book and is considered Islamic. On that basis, this study aims to find: (1) planning Islamic religious science curriculum; (2) organization of Islamic religious science curriculum; (3) implementation of Islamic religious science curriculum; (4) evaluation of Islamic religious science curriculum; (5) obstacles in implementing the Islamic religious science curriculum; (6) solutions in implementing the Islamic religious science curriculum. This research uses a qualitative approach with the type of case study. Technical data collection through in-depth interviews, observation, and documentation. Data analysis through data collection, data reduction, data presentation, concluding, and verification stages. This study resulted that: (1) curriculum planning at both Islamic boarding schools was carried out by determining curriculum objectives and contents, determining Human Resources (HR), preparing educational programs, compiling academic calendars and schedule activities; (2) organization is carried out by determining the pattern of curriculum organization, placement of Human Resources (HR); 3) implementation is carried out by means of socialization and direction, preparing lesson plans, determining approaches, strategies, and learning methods, providing learning resources and media, and structuring classes; 4) curriculum evaluation is carried out by carrying out learning evaluations, literacy competency evaluations, and communication; 5) obstacles in implementing the curriculum can be seen from psychological factors, sociological factors, and technical factors; 6) solutions and future improvement efforts in implementing the curriculum can be seen from psychological factors, sociological factors, and technical factors.

The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

Teachers’ Perceptions of First-Year Implementation of Computer Science Curriculum in Middle School: How We Can Support CS Initiatives

Incorporating computer science (CS) into K–12 education has been highlighted in recent years as an important way to promote computational thinking skills. The aim of this study was to investigate teachers’ experiences with a new CS curriculum and address challenges to teachers during implementation. This study was designed to evaluate CS curriculum implementation in order to inform CS practices. Interview and survey data were collected and analyzed. Findings showed that teachers had high confidence in teaching CS; however, they sought professional development to acquire content knowledge and instructional strategies to effectively engage students in learning. As for the curriculum and students, the scope of the curriculum needed to be adjusted along with students’ prerequisite skills and knowledge. As for the context, some schools did not have appropriate facilities. Recommendations for implementing CS curricula and implications are discussed.

Science Curriculum Implementation in Educational Settings: A Case of Public Secondary Schools of Sukkur, Sindh

Many reforms have been taking place in the development and implementation of education curriculum across the globe to uplift the standard of education. In 2006, the Government of Pakistan had revised the science curriculum of secondary grades after few decades to meet the challenges of modern times. The current study has adopted a quantitative approach it the descriptive research design was used. The data was collected through a questionnaire. The reliability of the questionnaire was found to Cronbach alpha =0.723 which is reliable. The percentages, mean and standard deviation was calculated. The findings of the study revealed that the science curriculum could not be implemented properly due to the inclusion of extra topics in the science curriculum of secondary grade, time constraints and availability of laboratory equipment. This study recommends the syllabus should be condensed and extra topics from the syllabus must be removed.

Data Literacy as a meta-skill: options for Data Science curriculum implementation

Data science is affecting an increasingly wide area of everyday life but general education in Russia has not yet reacted to the new challenges associated with this aspect of digitalization. The changes in technologies, the economy, and society over the last two decades have formed a new agenda for teaching mathematics and information technologies, as well as media education and social sciences. Education in all these fields requires a reconsideration of the content and methods of teaching due to the increasing importance of data science and artificial intelligence in the context of fundamental changes in the economy and the labor market. As many areas of human life are changing, there is a need to formulate new types and kinds of educational results, at which modern pedagogy should be aimed. A modern way of meeting such challenges is to distinguish new literacies (media literacy, environmental literacy, functional literacy, etc.). The article deals with the concept of data literacy, examines its content and composition, and substantiates its relevance as an educational result consistent with digitalization trends that one can observe in modern society. A distinction is made between approaches to in-depth and general studies of data science. A description is given of various types of tasks aimed at developing data literacy among students in the context of their setting on different educational material. The authors consider possible ways of deploying programs aimed at mastering data science by students without the need to formalize it into a separate discipline or school subject.

Implementation of Basic Science Curriculum in Nigeria private secondary schools: Problems and prospects

Nigeria accepted education as an instrument for national development and as a tool to enhance the formulation of ideas, rapid growth, as well as a devisor of all worthwhile interactions and ideas that are capable of fostering both individual and societal development. This paper digs into the issues surrounding effective implementation of Basic Science Curriculum in Nigeria private secondary schools: problems and prospects. The position of Basic Science as the bedrock for all science subjects in the secondary school has led to its inclusion in the school curriculum. The paper advocates the implementation of Basic Science Curriculum to ensure the optimal attainment for sustainable development in Nigeria. The paper also examined the importance of Basic Science Curriculum and the challenges facing its teaching, among others. Finally, the paper recommended massive advocacy and sensitization of teachers, students, parents and school administrators and supervisors who are the end-users of the new curriculum for its effective implementation. Recommendations which if properly effected would enhance effective teaching of basic science have also been discussed.

Content Analysis for Critical Thinking Skills in the Lower Primary School Science Textbooks in Malaysia

The purpose of this study is to analyse lower primary science textbooks (grade 1-3), which were implemented by the Ministry of Education in Malaysia, in terms of thinking skills. To achieve this, a tool for content analysis including thinking skill items will be constructed. Two science teachers have be trained to conduct the content analysis for grade 1-3 science textbooks, the reliability and validity of analysis have be verified using Cohen’s kappa statistic. From the results, it can be seen clearly that Prioritizing”, “Evaluation” and “Detecting Bias” thinking skills are not included at all in the science textbook from year one until year three. While, the most frequent critical thinking skills are “attributing”, “analysing”, “Grouping and Classifying” and “Sequencing” gradually. Most of the skills have been in the pictures for year one, and in the “text” and then within the “picture” and finally within the “activities” for both of year two and three. Such research help teachers and curriculum developers in the development and implementation of science curriculum to raise the level of achievement of thinking skills for students.Keyword: Thinking Skills, Critical Thinking Skills, Content Analysis and Science Textbooks

Focusing a mobile science learning process: difference in activity participation

The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students’ participation and identifying potential factors in mobile learning. Employing mixed research methods, the study presents the differences of students’ engagement in mobile activity. It was found out that the participation of students in doing the mobile activities varied regarding the types of mobile tools, topics, class levels, and teacher feedback. The findings unfolded the factors affecting student activity participation behavior in mobile science learning and the problems encountered by the mobile science curriculum implementation. The results could potentially inform curriculum design and implementation supported by mobile technology, as well as support professional development of science teachers.

Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education

Core value and implementation of the science, technology, engineering, and mathematics curriculum in technology education

How Effective İs The Nigerian Senior School Agricultural Science Curriculum? A Survey Of Evidence From Content Development To Product

Agricultural science, a vocational subject in Nigerian senior schools is yet to meet its objectives due to various challenges. Consequently, the performance of students in the subject is relatively poor. This study examined the effectiveness of the Nigerian senior school agricultural science curriculum. 255 teachers and 255 students were engaged for the study. Teachers’ Curriculum Evaluation Instrument (TCEI) and Agricultural Achievement Test (AAT) were used for data collection. Data were analysed using descriptive statistics. Findings from the study show that 86% of the teachers perceived the agricultural science curriculum content were suitable for students’ performance, the instructional facilities for agricultural science teaching in schools are not adequately available and agricultural science curriculum implementation was confronted with several challenges. Student performance in agricultural science was poor as about 51% had credit pass in the administered test and 49% failed the test. Using the CIPP frame work, this study concluded that the context (content) is suitable, input (instructional facilities) is deficient, process (implementation) is highly deficient and consequently, the (product) student performance in agricultural science is poor. It is recommended that among others that concerned stakeholders should adequately provide instructional facilities, ensure their adequacy and also supervise their judicious utilization.

Understanding the influence of intrinsic and extrinsic factors on inquiry‐based science education at township schools in South Africa

AbstractThis mixed‐methods research investigated teachers' perceptions of intrinsic factors (personal attributes of the teacher) and extrinsic factors (environmental) influencing the implementation of inquiry‐based science learning at township (underdeveloped urban area) high schools in South Africa. Quantitative data were collected by means of an adapted version of the Science Curriculum Implementation Questionnaire (SCIQ) (Lewthwaite, 2001). The adapted version was renamed the Scientific Inquiry Implementation Questionnaire (SIIQ) and was administered to 186 science teachers at township schools in South Africa. The teachers at a township school were then interviewed in order to solicit in‐depth information on the findings that emerged from the questionnaire analysis. The findings highlight a lack of professional science knowledge (content knowledge, pedagogical content knowledge, pedagogical knowledge, knowledge of students, educational contexts, curricular knowledge, and educational purposes) that contributes toward teachers' uncertainty in inquiry‐based teaching. Also, extrinsic factors such as school ethos, professional support, resource adequacy, and time serve as significant constraints in the implementation of inquiry‐based education at the school. The data collected from SIIQ provides a foundation for understanding at a high school level how factors influence the delivery of a curriculum underpinned by inquiry. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 598–619, 2016

Analysis of Management Support and Teaching Practices for the Implementation of New Elementary Science Curriculum in Islamabad Model Schools

This descriptive study aimed at exploring the teaching practices of elementary science teachers and the support provided by the management of 80 Islamabad Model Schools, after introducing new textbooks based on science curriculum 2006. The curriculum enforces the dissemination of content through student centered and inquiry based teaching approach for conceptual development of the students. It is important because this approach facilitates students to understand the included themes of Science, Technology, Society and Environment in the textbooks and to make them able to integrate the scientific concepts in real life situations. In this respect, the data were taken from the schools’ heads and science teachers through questionnaires, while some heads were also interviewed about the actual application of the curriculum. They also suggested ways to remove the hurdles regarding the improvement of science education. The correlated results were presented by analyzing the effects of the school’s profile, the teacher’s profile and the support of management on the practices of the science curriculum. The positive values are seen in some of the practices, which reflected the potential of teachers in pedagogical skills, while management support was often seen in the teaching of science contents. For this, they believed in the participation of teachers, parents, students and other schools and more often facilitate teachers for concept building of the students, but rarely recommended teachers for trainings. In the interview, they commented that the science teaching practices may be improved by teacher training, timely delivery of textbooks, available resources for the induction of dropout students and controlling school security threats.

Crossing Boundaries: Teacher Trainers and Science Curriculum Implementation in East Timor

In-service teacher training is being implemented in East Timor in order to help Timorese teachers, who are ill-prepared to exploit new educational resources, as part of the restructuring of the secondary education curriculum in Portuguese. Such in-service teacher training has been implemented for all 14 disciplines, including the science and technology ones. Taking into account such issues, the purpose of the study is to i) characterize the Chemistry, Geology and Physics teacher training being implemented, using the new educational resources; ii) identify changes in the pedagogical practices of Timorese teachers resulting from such training and iii) identify possible constraints on quality pedagogical practice. The research paradigm adopted in this study is constructivist-interpretative, with the qualitative study as its organizing perspective. In conducting this study, semi-structured interviews were carried out with three Portuguese trainers at the beginning of 2014 and some training sessions were directly observed and audio recorded. Content analysis, guided by specific categories, was used to analyse the collected data. Findings show that the in-service teacher training developed in all of the three areas focused on subjects and teaching and learning methodologies regarding the new educational resources produced. The Timorese teachers have introduced some changes in pedagogical practices, such as group work and questioning. However, there is still much to do. The in-service teacher training needs to continue to support an appropriate use of these resources. It is also important to simultaneously focus on improvements in Timorese school infrastructures, and on the continuous training of Timorese trainers in the Portuguese language.

Scientific literacy: California 4-H defines it from citizens' perspective

Scientific literacy is an important educational and societal goal. Measuring scientific literacy, however, has been problematic because there is no consensus regarding the meaning of scientific literacy. Most definitions focus on the content and processes of major science disciplines, ignoring social factors and citizens’ needs. The authors developed a definition of scientific literacy for the California 4-H Program from the citizen's perspective, concentrating on real-world science-related situations. The definition includes four anchor points: science content; scientific reasoning skills; interest in and attitudes toward science; and contribution through applied participation. The definition provides the California 4-H Science, Engineering, and Technology Initiative with a framework for future science curriculum and program development and implementation, educator professional development, and evaluation.