Studies Curriculum Research Articles

İlkokul Sosyal Bilgiler Dersi Öğretim Programının Sürdürülebilir Kalkınma Hedefleri ve Yenilenmiş Bloom Taksonomisi Kapsamında İncelenmesi

Bu çalışma ile ilkokul 4. sınıf sosyal bilgiler dersi öğretim programının özel amaçları ve kazanımları sürdürülebilir kalkınma boyutları açısından incelenmiş ve sürdürülebilir kalkınma ile ilgili olduğu belirlenen kazanımların sürdürülebilir kalkınma hedefleriyle uyumu ve Yenilenmiş Bloom Taksonomisi’ne göre dağılımı analiz edilmiştir. Bu amaçla doküman analizi yöntemi kullanılmıştır. Toplanan veriler betimsel analiz ile çözümlenmiştir. Sürdürülebilir kalkınmanın çevresel, sosyal ve ekonomik boyutları göz önüne alındığında, 18 adet amaç cümlesinin 6’sının, 33 kazanımın sadece 7’sinin sürdürülebilir kalkınma ile ilgili olduğu görülmüştür. Ayrıca sürdürülebilir kalkınma ile ilgili 7 kazanımın sürdürülebilir hedeflerden 4’üyle uyumlu olduğu görülmüştür. Taksonomik analizler sonucunda ise taksonomik basamakların ilk basamağı olan “Hatırlama” ve üst basamakları olan “Çözümleme, Değerlendirme ve Yaratma” basamaklarında yer alan herhangi bir kazanım bulunmadığı görülmektedir.

Development of Social Studies and Its Challenges in Ghana: A Case Study of Bolgatanga Technical Institute in the Upper East Region of Ghana

The purpose of the study was to evaluate the development of Social Studies and its challenges at the Bolgatanga Technical Institute in the Upper Eat Region of Ghana. The descriptive survey research design was adopted for the study. The simple random sampling and purposive sampling techniques were used in selecting the respondents for the study. In all, 285 students were selected from the Bolgatanga Technical Institute. Quantitative research approach was used in collecting and organizing data. Questionnaire was the main tool used to collect data for the study. Data was analyzed using descriptive statistics in which percentages, frequencies and tables were used. The study adopted the theory of attitudinal formation that focused on motivational bases for learning. The findings revealed that favourable development of Social Studies in the Bolgatanga Technical Institute has roots in utilitarian, value-expressive, and knowledge motivational bases while the opposite lies in ego-defensive bases. Research further revealed that students perceived that Social Studies is good to be studied as it broadens their intellect by enabling them acquire a lot of ideas about their society and country as a whole. However, students' attitude towards the subject is negative. It was found that some students do not attend social studies lessons while others attend classes but do not contribute in the lesson. It was also found that others hate their teachers because of how they teach the subject. As a result of students’ negative attitude towards the subject their level of participation was low. Based on the findings, it was concluded that the major school factors influencing students' poor performance in Social Studies at the Bolgatanga Technical Institute emanated first, from the students' negative attitude towards the learning of the subject and second, the low level of participation from the students. Based on the findings, it was recommended that School authorities and Social Studies teachers should sensitize students on the significance of Social Studies in the school curriculum. The findings and recommendations of this study will assist teachers and other stakeholders in Social Studies to know the current perceptions of students towards the teaching and learning of Social Studies at the Bolgatanga Technical Institute.

DIGSM 4.0 CURRICULUM LIFECYCLE BASED ON COMPONENT ORGANISED LEARNING METHOD

The research under consideration is how to build COL (Component Organised Learning) based curriculum lifecycle that teachers can apply in different fields. The problem is that the degree studies curriculum is not always applied to working students as the needs of the companies they work for differ. Companies find it more valuable when students can use the existing curriculum topics to solve today's company problems. Current degree studies take considerable time and are unsuitable for full-time employed specialists. The proposed Education 4.0 concept brings the knowledge and skills required by the market for full-time employed students in a time-efficient way. One possible solution to apply this concept in practice is to create a micro-credential curriculum for companies. The authors suggest using the intensive week approach for analysis, where the students will solve the real company problem using previously studied solutions. They will also use the Moodle courses linked to the developed COL to speed up access to the materials. Authors suggest organising such an event in collaboration with consortium partners and involving all teaching staff who worked on course development. After introducing problems brought by the company and visiting the company on site, asking the questions, students define the task to be solved in groups. After that, the Authors recommend providing intensive courses where each partner will present the developed Moodle materials. The target is that the students will solve the problem in 24h and present solutions to the company representative.

Influence of Graduate Teachers’ Knowledge of the Senior High School Social Studies Curriculum/ Instructional Objectives on Assessment Items

Aim: This study aimed at determining the influence of graduate teachers’ knowledge of the Senior High School Social Studies curriculum/ instructional objectives on assessment items.
 Methods: This study employed a qualitative and interpretive methodology, using the case study design. The population for the study included all the 15 graduate Social Studies teachers at the Senior High Schools in the Eastern Region of Ghana. The researchers by the use of the purposive sampling technique, selected ten (10) trained graduate Social Studies teachers out of the fifteen (15) teachers for the one-on-one interview. Qualitative data collection instruments were used in gathering data for the study. The data collection methods involved an interview guide made up of fifteen (15) semi-structured items for ten (10) graduate Social Studies teachers at the Senior High School level.
 Results: Findings from the study indicate that teachers’ assessment practices were to a very large extent not influenced by the objectives of the subject. The observational session revealed that not only did the performances in the test items match with performances in the curriculum/instructional objectives; but the choice of assessment techniques was inappropriate as the participants for instance used pencil-and–paper test in evaluating learning objectives dealing with valuing and the development of skills. Interestingly enough, even though all the participants agreed that the overall goal of Social Studies is citizenship education; their assessment practices did not reflect the curriculum/instructional goals of the subject.
 Conclusion: From the findings, the participants failed to consider the curriculum/ instructional objectives in their assessment practices. Most of the participants’ choices of assessment techniques were incongruent with their instructional objectives. Even though the participants demonstrated a very good knowledge of the objectives of teaching the subject, they failed to translate theory into practice.
 Recommendations: In order to ensure success in improving the educational system, there must be monitoring in the curriculum design, and its implementation. Educational policy could fail if there are lapses at any of the levels, that is, curriculum design, implementation and monitoring. In this study, however, the improvement of attitudes must be seen as the hallmark of social studies programme at the training institutions. This can be done with an increase in supervisory role carried out by the training institutions or universities in the country to see how their products are performing. These could help the programme to achieve its goals and objectives of teaching it.

The Teacher's Ability To Develop Creatif Dialogue In Learning In Elementary School

Teaching with a social studies curriculum is perceived as boring and trivial. This public perception requires teachers to make efforts to maximize the learning process with social studies content. The aim of this research is to describe teachers' ability to develop creative dialogue in elementary school learning, as seen from their planning and implementation in the learning process, as well as the factors influencing their ability. This research uses a qualitative descriptive method. The research subjects are students, teachers, and principals from St. Fransiskus Xaverius Catholic Elementary School in Tomohon City, GMIM 6 Elementary School in Tomohon, GMIM 5 Elementary School in Tomohon, and Uluindano Inpres Elementary School in Tomohon. Data collection techniques include observation, interviews, and documentation study, with the researcher as the main instrument. The data analysis technique consists of four stages: categorization and codification, data reduction, data display, and drawing conclusions and verification. The validity of the research data is ensured through triangulation. The level of elementary school teachers' ability in Tomohon City to plan their teaching is not yet in accordance with the characteristics and essence of creative dialogue. Elementary school teachers in Tomohon City are able to initiate creative dialogue but have not been able to sustain and conclude it. The direction and distribution of teacher questions have successfully improved the process of learning creative dialogue, supported by teachers' ability to involve students in determining discussion topics and setting the timing of questions. However, the teachers' response to students' answers does not contribute to the conclusion of the teaching process, as teachers take over the final conclusion from students' answers. The ability of elementary school teachers in Tomohon City to evaluate the process of teaching creative dialogue shows that they are able to control the flow of learning but have not been able to maintain the continuity of the learning process. The influencing factors are academic and non-academic factors

The Effect of Differentiated Social Studies Curriculum on Secondary School Gifted Students’ Verbal Creativity in İstanbul

The principal aim of the present study was to investigate the effect of a differentiated social studies course curriculum on gifted students’ verbal creativity. This study is important in terms of developing verbal creativity in gifted students through the social sciences curriculum. It is important in terms of being the first study to develop verbal creativity through a differentiation study in the field of social studies for gifted students. Differentiation in social studies was carried out by considering the Integrated Curriculum Model (ICM). For this, the study was conducted using a quasi-experimental design with pretest–post-test experimental and control groups. The sample consisted of 24 gifted students, 12 in the experimental group and 12 in the control group, selected from secondary schools in Istanbul. While the experimental group received this curriculum-oriented training to develop their verbal creativity skills, the control group received a standard social studies curriculum. In the study, the verbal creativity skills of gifted students were tested using the “Torrance Test of Creative Thinking-Verbal” (TTCT-V) before and after the interventions. In addition, a demographic information form was used to describe the demographic characteristics of the participants. Then, the data were analyzed using the Mann–Whitney U test and Wilcoxon Signed Ranks test. The findings showed that differentiated activities and instructions showed a significant positive effect on the gifted students’ verbal creativity skills. Therefore, it was concluded that the differentiated social studies curriculum developed for gifted students contributed to students’ verbal creativity skills.

Incorporating Heritage Studies in Secondary School History Curriculum: A South African Perspective

Incorporating Heritage Studies in Secondary School History Curriculum: A South African Perspective

Citizenship education in Chile and the problematization of immigration

In this article, we analyze the problematization of immigration in citizenship education in Chile. Drawing on Foucault’s genealogy of problematizations, we explore the conditions under which curricular discourses about immigration shifted from a historical phenomenon that emphasized “the civilization process” during the 19th century to a more recent positioning of immigration as a problem of social inclusion in the 1990s. We propose that immigration was produced as a problem of social inclusion because of the existence of an “immigrant-free national community” narrative that racializes populations. To pinpoint the origin of this narrative, we trace discursive practices regarding immigration by analyzing the social studies curriculum, policy recommendations, and political statements regarding immigration. We argue that the shift from conceptualizing immigration as a historical phenomenon to a problem of social inclusion was possible since the neoliberal discourses of the 1990s created hesitations about the “immigrant-free national community” narrative. The social inclusion narrative posits that, in a globalized world, the Chilean national community, supposedly untouched by immigration, would be unavoidably at risk because of (new) immigration influxes. Immigration became a problem, and citizenship education was positioned as a solution to deal with the perceived expansion of cultural diversity.

Active citizens’ formation through social studies pedagogical practices: perspectives of teachers and learners from selected secondary schools in Malawi

ABSTRACT This article identifies the challenges of developing active citizens based on the latest revised social studies curriculum in Malawi (2015) in the context of Malawi’s secondary school classrooms. By using collected data from interviews with teachers and students and classroom observation, the paper examines the extent to which social studies empowers students to express their opinions. The analysis identifies three issues: 1. both teachers and students perceive social studies teaching as ‘easy’; 2. teachers expect students to be active in classroom practices but to be obedient outside classes and 3. individualistic values in textbooks could conflict with the values of Umunthu in Malawi. The paper concludes that classroom practices might dissuade students to be critical thinkers, thereby fostering obedient citizens and limiting students’ potential power to tackle social issues.

Exploring Hilda Taba's Social Studies Curriculum Development Theory from the Perspectives of Sociology of Education

Exploring Hilda Taba's Social Studies Curriculum Development Theory from the Perspectives of Sociology of Education

Construction of a personalized learning platform based on genetic algorithm for specialized education in industrial colleges in the context of industry-education integration

Abstract Under the progress trend of the information technology period environment of deepening study curriculum reform, personalized learning in specialized education of industrial colleges has become one of its key contents. This paper mainly studies the necessary system design based on characteristics of genetic calculation for specialized education in industrial colleges under industry-education integration. This paper first introduces the principle of genetic algorithm. It then proceeds to introduce in detail the shortcomings of The advantage of this calculation method is that the standard calculation tendency is unable to move forward in an area extremes, the iteration is relatively slow, and the low accuracy when dealing with optimization problems. Then the design and construction ideas of the personalized platform and the database design from Learners, educators (teachers), and administrators are compared by experimentally analyzing the data diversity and convergence of the three algorithms on the database. Experimentally, the diversity of the self-adaptive genetic algorithm is maintained at 0.8, and the diversity, iteration time, and convergence standard are better compared with the comparison subject. Using a self-adaptive genetic algorithm to evaluate and rank learners’ personality differences and to provide and recommend suitable learning methods for learners helps develop education and improve teaching quality and has great historical significance for China’s development and international status.

Ok I need help! Can CTCA rescue Teaching and Learning Machine Language in an African secondary school?

This study was conducted to determine if the use of the Culturo-Techno-Contextual Approach (CTCA), a learning strategy that incorporates the use of cultural knowledge (indigenous knowledge), contextual drawing from the immediate environment to illustrate teaching, and the component of technology, can improve learning. What is the purpose of machine language? It is a difficult-to-learn concept in the computer studies curriculum of Nigeria, despite being the basis of computer programming. It is hypothesised that (i) there is no statistically significant difference in (a) academic achievement and (b) attitudes between males and females when taught in machine language. (ii) There are no statistically significant interaction effects of sex and training method on (a) academic achievement and (b) attitudes of students in machine language. A total of 207 computer studies students in senior secondary year two (SS2), comprising 106 females and 101 males, participated in the study. The instruments used to gather data were the machine language attitudes questionnaire (MLAQ) and machine language achievement test (MLAT), which had reliability coefficients of 0.71 and 0.70, respectively. The one-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 0.49; P > 0.05]. Univariate tests on achievement [F (1, 203) = 0.72; P > 0.05] and attitude [F (1, 203) = 0.36; P > 0.05] failed to attain statistical significance. Hypothesis one was not rejected because there was no statistically significant effect of student gender on (a) academic achievement and (b) attitudes when taught using CTCA and the lecture method. The two-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 2.26; p > 0.05]. The interaction effect between sex and training method on achievement [F (2, 199) =.90; P =.41] was not significant, but on attitude [F (2, 199) = 3.67; P =.03] attained statistical significance. The study concluded that educators are encouraged to use the CTCA and could demonstrate how it could be used as a pedagogical design for improving the achievement and attitude of students in computer studies and other subjects offered in senior secondary schools by capitalising on its assets. The strategies will assist both teachers and students in gaining respect for local activities and culture, its wisdom and ethics, indigenous science and technology, and the use of local resources, thereby enhancing sustainability, and they will encourage collaboration among students, resulting in improved academic achievement and attitude. Both males and females performed on neutral ground. Giving both male and female students the opportunity to excel on a neutral ground without having any influence over the other.

Analysis of Barriers to Implementation of the Independent Curriculum Study the Merdeka Campus in the Department Economic Education Manado State University

Universities are required to be able to adjust to existing education with the current state of the Indonesian industry. Merdeka Learning Merdeka Campus (MBKM) is a policy of the Minister of Education and Culture which encourages students to master various knowledge as subjects before entering the world of business and industry. The purpose of this study was to analyze the obstacles faced by economics education majors in implementing the independent campus learning curriculum (MBKM). This type of research is quantitative. The data collection technique in this study was carried out by identifying discourse from MBKM documents, scientific articles in national and international journals, Ministerial Regulations and Legislation, as well as other online literature. The stages of the research included data collection, data analysis, and obtained the results and conclusions of the obstacles faced in the implementation of MBKM in the Department of Economic Education Reputable.

Impacts of the COVID-19 Pandemic on Teaching and Learning Social Studies: A Literature Review

The unprecedented circumstances surrounding the COVID-19 crisis have affected K-12 education systems in most countries around the world. It is widely recognized that this crisis has presented opportunities and challenges for various school subjects. The purpose of this study was to examine the impacts of the COVID-19 pandemic on teaching and learning social studies. The study reviewed the content of 53 articles on K-12 social studies and its associated subjects (e.g., geography, history, and civic education) published between January 2020 and July 2022. Overall, the research findings indicated that COVID-19 prompted social studies teachers and educators to prioritize important content areas in the social studies curriculum (e.g., health education, human-rights education, digital citizenship, and children’s everyday geographies), integrate a wide range of technologies, and implement innovative teaching practices. In spite of these opportunities, there were some common challenges that raised concern across international contexts, including pedagogical challenges, accessibility and connectivity challenges, administrative challenges, and insufficient professional development for teachers. The study recognized the need for more research on social studies, particularly in the area of learning loss.

DESIGNING COMPETENCY BASED HIGHER EDUCATION CURRICULUM: STRATEGIES AND ACTIONS

Emerging educational trends globally and the changing needs of society and learners dictate the need for regular curriculum reviews and development in higher education. This is a concept paper on the curriculum design process for Competency Based Higher Education. The drive to write this concept paper was induced by curriculum reforms in Kenya in basic education levels with a focus on Competency Based Curriculum. The paper draws examples from the experiences and expectations in Kenya. The author of this paper is a specialist in Curriculum Studies and a senior faculty member in School of Education in a public university in Kenya and wished to contribute to this area for quality higher education. The paper discusses the need for Competency Based Higher Education and the theoretical perspectives that inform the curriculum design process for Competency Based Higher Education. The paper expounds on effective strategies and actions in the curriculum design process for Competency Based Higher Education for quality and relevance. The paper uses documentary analysis method in achieving the purpose. The ideas advanced in this paper add on the available literature on Competency Based Education and curriculum design activities. Universities and ministries of education will find the paper useful in the curriculum design endeavours for higher education and especially on curriculum design for Competency Based Higher Education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>

Students’ Knowledge of Political Education Concepts in Social Studies Curriculum as a Determinant of their Attitude Towards Political Participation in Edo State

This study investigated the knowledge of concepts of political education in the Social Studies curriculum on students’ knowledge and attitude to political participation in Edo State. Over time, there has been expressed dissatisfaction by the Edo people that the government officials and representatives do not reflect public choice. There are also situations where individuals show up for voters’ registration and still fail to vote when the time comes. Nigeria has continuously been plagued by election malpractices and a whole lot of electoral misconducts which gives the impression that Social Studies education has not made a remarkable impact. The purpose of this study is to examine if the knowledge of the concepts of political education in the Social Studies curriculum can influence students’ knowledge and attitude to political participation in Edo State. Four research questions were raised to guide the study and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted the descriptive survey research design while the population comprised all JSS I-III students from the public Junior Secondary Schools in the seven (7) local government areas in Edo South senatorial district. The Edo South senatorial district has a total of one hundred and thirty-eight (138) public Junior Secondary Schools with a population of seventy-four thousand, four hundred and forty (74,440) Junior Secondary School students. The multi-stage sampling procedure was used to draw a sample size of eight hundred and forty (840) students used for the study. The instrument for data collection was an achievement test titled, “Knowledge of Political Education Test (KPET). Its reliability was ascertained using the Kuder- Richardson 20 and it gave a value of 0.95. The data obtained were analyzed using Mean and Standard Deviation. The findings from the study indicated that political education has the capacity of influencing students’ attitude toward voters’ registration and the voting exercises. It also revealed that political education can significantly influence the attitude of students towards the rule of law, electoral process and political participation. Based on the above findings, it was recommended that Social Studies curriculum content be broadened to address the issues of political education.

Students’ perception of bioeconomy as an important factor in communicating and further development of the bioeconomy in Slovakia and the Czech Republic

ABSTRACT This study focuses on the issues of bioeconomy perception of students at forestry faculties in Slovakia and the Czech Republic. Bioeconomy is seen as a great window of opportunities, hence there is increased demand for bioeconomy education. This paper can help answer this demand and improve the curricula of universities providing bioeconomy-related education. The survey was conducted at the Technical University in Zvolen and the Czech University of Life Sciences Prague among 367 students. The results show that 70% of students have heard about bioeconomy, while this number is significantly higher amongst Slovak students. Considering bioeconomy awareness, we identified significant differences between different study programmes. The main information source about the bioeconomy issues turns out to be university courses followed by news. Czech students turned out to be less satisfied with bioeconomy involvement in curricula, and who also find it necessary to increase bioeconomy focus within their study curriculum. Our results show that targeted communication of bioeconomy is a key factor for general acceptance of bioeconomy and its further development among students and the general public. The results obtained can be used to increase the extent to which bioeconomy is being addressed in study programmes within the analysed universities.

Pengembangan Roadmap Penelitian Bahasa dan Sastra Fakultas Bahasa dan Seni Universitas Negeri Surabaya

This study aims to compile a Roadmap for Language and Literature research in the 2016-2025 period and to predict lecturers' interest in research in the field of Language and Literature in accordance with the vision and mission of the study program and UPPS. This research refers to the results of research policy documents at the faculty and university levels, as well as documents of achievement of policies that have been previously determined. The FGD method is directed at reviewing existing documents. The analytical method used in this research is secondary data analysis or existing statistics. The results of this study are that in the next 10 years, the previous 5 years 2016-2020 represent basic research, the next 5 years 2021-2025 are development research. The priority topics that can become the umbrella for the Language and Literature research roadmap of FBS Surabaya State University for the 2016-2025 period are elaboration of Microlinguistics, Macrolinguistics, Literary Studies, Curriculum Studies, Learning, Literacy, Entrepreneurship for 2016-2020. This can be interpreted that the lecturers have implemented an efficient learning system that supports the careers of graduates later.

Media and information literacy in secondary students: Diagnosis and assessment

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 survey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and cross-curricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education.

Prevalence of Malnutrition and its Effects on Learning Process In Tetiary Institution

This research project was titled "the prevalence of malnutrition and its effects on learning process in tetiary institution. Malnutrition has been identified according to research by WHO (2021) as a major factor that impedes learning and cognitive function among others .The aim of this research therefore was to determine the prevalence of malnutrition and its effects on tetiary institution students' learning process. The research design used in this study was correlational,50 respondents out of the 400 level students of the University of Benin FCE(T) Akoka, were selected from each department using the systematic random sampling. A well structured questionaire which comprised of respondents' anthropometric measurements, food frequency questionnaire, and a section for their scores or academic performance in Curriculum Studies and also their GP for the semester. The data was analyzed using Statistical Package for Social Sciences version (23). The result depicted that there was only a slight significance in the respondents nutritional status (food frequency questionnaire) and their cognitive performance (r=0.043)(p <0.05) and (r=0.032)(p<0.05)which implied that there was little or no significance in respondents anthropometric status and cognitive performance. Conclusively, this study asserted that malnutrition is not only the factor that impedes learning process in students, even though the nutritional status of the respondents are not so good. It therefore recommended the need for Nutrition Education to improve students Nutritional status for their overall wellbeing.