Studies Curriculum Research Articles

Power of movement capability

ABSTRACT This conceptual paper takes a departure in the concept of powerful knowledge, developed by Young, M., & Muller, J. (2013. On the powers of powerful knowledge. Review of Education, 1(3), 229–250. https://doi.org/10.1002/rev3.3017). Powerful knowledge can in short be described as knowledge that people need to understand and change the world. The aim is to examine when movement capability, as theorized through empirical research, becomes powerful. To delineate our perspective on knowledge, the concept of knowledge and knowing as theorized by Polanyi, M. (1962. Personal knowledge. University of Chicago Press) and (Carlgren, I. (2020). Powerful knowns and powerful knowings. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2020.1717634) is outlined, showing that movement capability comprises ways of knowing which are neither merely physical (the doing) nor mental (the thinking), but rather a fusion of both. With a widened understanding of powerful knowledge as including the knowing involved in the doings, we illustrate through empirical examples from previous and ongoing research, and how physical education can offer students possibilities to develop powerful movement capabilities.

The Hidden Histories of Social Studies: Collaborating with Elementary Preservice Teachers on a School-Wide Community Event

ABSTRACT In this reflective piece we address the importance of uncovering hidden histories and voices. Traditional history lessons taught in schools have been predominantly taught through a White, Eurocentric narrative. White males are the dominant voices heard, while People of Color (POC) remain largely silenced from the traditional social studies curriculum (Conner, 2021). After learning of the rich history that thrives in our communities and in our role as university professors, we decided to teach about these critical aspects of history. We share the process of organizing a school-wide social studies, living museum event highlighting unknown New Mexico historical figures. We provide a synopsis of the three themes that emerged from our analysis, which are unveiling hidden historical figures, teaching culturally responsive curriculum, and focusing the project through a critical lens. Within the analysis we describe some of the units presented during the living museum event, followed by a discussion of our reflection.

Materialities of progressive curriculum reform: a case study of one kindergarten classroom

ABSTRACT Objective This study reviews the status of materials in curriculum and reform, as reflected in a network case study of curriculum in one kindergarten classroom in the United States. This paper focuses on the events leading up to and building upon one inquiry unit that became a focal point in promoting progressive curriculum reform at the school. Method Methods from Actor Network Theory are employed to attend to a wide cast of human and nonhuman actors, trace their mobilities, and map them into curricular networks. Data, collected over 9 months of one school year, included field notes, audio recordings of conversations, and images of classroom objects and arrangements. Results Three material assemblages—a closet, a bulletin board, and a curriculum timeline—are viewed as agents assisting in stabilizing the inquiry unit and sustaining further student-centred inquiries amidst competing curricular reforms and policies. Findings demonstrate how teachers may mobilize such assemblages to accomplish multiple objectives, as is necessary when navigating tensions from multiple parties or reform mandates. Conclusion This study contributes to scholarship conceptualizing the status of curriculum materials, with particular attention to their functionality at the nexus of both the micro-interactions of curriculum enactment and the macro-politics of educational reform.

Nauczanie historii Kościoła alumnów obrządku łacińskiego w Instytucie Teologicznym w Przemyślu 1772-1918

The author of the article – presenting the place of the ecclesiastical history in the curriculum of seminary studies under the Austrian partition on the example of the Przemyśl centre – introduces the history of this institution established in 1687. The following part contains the complicated fate of the Seminary in Przemyśl, which from 1772 had to struggle with the policy of the invader that first involved its closing (1783), then reactivation (1819) and finally functioning under the conditions of severe Austrian supervision. It is this stage of the activity of the discussed institution that constitutes the main interest of the article and shows the place of the ecclesiastical history in the curriculum of theological studies, the organization of lectures and the textbooks used. Particular attention was paid to the teaching staff throughout the discussed century, presenting their struggles with the Austrian bureaucracy and even facing repression by the authorities.

A study of the Decision to Enter Higher Education in Ordinary Upper Secondary School Students in Chiang Mai Educational Service Area

This research aimed to study factors, problems, and suggestions that affected the decisions to study in the Higher Education of the Ordinary High School Students in Chiang Mai Educational Area. The researcher used stratified random sampling and collected data from 399 students by questionnaire deviation with descriptive statistics including percentage, mean, and standard deviation. The personal factors were as follows: the students decided to study by themselves at a high level with a mean score of 4.38. The factors of higher educational institutes were as follows: the has modern media, equipment, and teaching and learning at a high level with a mean score of 4.33. The factors of society, economy, politics, and competition were as follows: when they graduated, they would have opportunity to get a job and high income in high level with the mean score of 4.37. The important problems of personal factors were as follows: the students did not know their preferences or aptitudes or potential, so they were confused to choose higher education institute and study major. The important problems in the factors of the higher educational institute were as follows: the university will be acceptable from university’s teaching and learning, and study curriculum of higher education institution. The most important suggestion curriculum should be updated to suit the current situation. Next is suggestions for the quality of teaching and learning, the university should have modern and up-to-date development for responding to students' requirements effectively and suggestions borrowing money for ducation. The loan limit should be increased in accordance with the current economic situation.

Role and Challenges of Generative Artificial Intelligence in Higher Education: A Case Study of Sustainable Development Goals Curriculum

Role and Challenges of Generative Artificial Intelligence in Higher Education: A Case Study of Sustainable Development Goals Curriculum

Pengembangan Media Smart Flashcard pada Muatan Pembelajaran IPAS untuk Meningkatkan Hasil Belajar Peserta Didik Kelas V SDN Bandar 03 Batang

This study carried out has the aim of developing and testing Smart Flashcard learning media in the context of the Science and Social Studies (IPAS) curriculum for fifth-grade students at SDN Bandar 03 Batang. The background of this research is based on the need for a innovative approach in teaching to enhance students' learning outcomes more effectively. Things to home of this research is to evaluate the effectiveness of the Smart Flashcard media in improving students' understanding of complex natural resource materials. The research method involves collaboration with subject matter experts and media specialists in the development process, as well as testing this media with small and large groups of students to obtain valid and reliable data. The findings of this study indicate a rapid improvement in students' learning outcomes, particularly in understanding previously challenging natural resource materials. This research concludes that is the applicatioan of the Smart Flashcard learning media is effective in enhancing students' learning outcomes in the IPAS curriculum. These findings provide a strong foundation for the development of innovative interactive learning media in the future to create a more engaging, interactive, and effective learning environment for students in the learning process.

PENANAMAN KARAKTER AKHLAKUL KHARIMAH (MORAL YANG BAIK) SISWA SEKOLAH DASAR DI SEKOLAH ALAM BANDUNG

This research aims to discover how Sekolah Alam Bandung instills the character of akhlakul kharimah (good morals) in elementary school students. This research used a qualitative approach with a qualitative descriptive method at the Sekolah Alam Bandung, with the research subject being the school principal. The research instrument used was an interview sheet, and the data collection techniques used were interviews and the study of curriculum documents used in schools, data analysis is carried out by means of data collection, data reduction, data presentation and conclusions. The research results show that the Sekolah Alam Bandung has the same goal as schools: to educate the nation's life in an intellectual and moral context. However, what differentiates the Sekolah Alam Bandung from state elementary schools in general in instilling the character of akhlakul kharimah is in the learning process. The character of akhlakul kharimah is instilled using exemplary and habituation methods where the teacher becomes an example in implementing the learning, and evaluation is carried out by observation and reported in the groovy report card portfolio every semester. Apart from that, the main characteristic and the output produced using the motto "The most beautiful school in my life" makes Sekolah Alam Bandung produce happy students studying at school. It is hoped that this research can provide broader insight for readers regarding the moral character of elementary school students at Sekolah Alam Bandung and how the school instills them.

Embracing Change and Refraction: A Prism Through Pandemic Times

This special issue initially arose from the 2019 Provoking Curriculum Studies Conference at the University of Regina. Shortly after the conference, the world was thrown into the COVID-19 pandemic. The papers in this special issue view the pandemic through a prism to consider existing practices within the academy and reflect upon and imagine new possibilities for academic work and lives. Author explorations include arts-based inquiry, grief, peer-to-peer support, Indigenous Métissage, poetic inquiry and diasporic bodies.

Examining the Disaster Awareness Levels of Secondary School Students

Natural events are considered disasters when they cause harm to people and living spaces. Since natural disasters cannot be prevented, individuals need to learn to live with and become aware of them. This awareness is critical in minimizing the impact of disasters and can only be achieved through disaster education. Disaster-related outcomes in secondary school are concentrated in the social studies curriculum, and therefore, social studies is an important subject for disaster education. If high-quality disaster education is provided as a part of this course, students are likely to acquire skills to cope with disasters. In this regard, the purpose of this study was to examine the level of disaster awareness among secondary school students. Accordingly, a mixed-method approach, combining qualitative and quantitative methods, was employed in the study. This study was conducted using an explanatory sequential design within the mixed-method approach. The sample was selected using criterion sampling, one of the purposeful sampling methods. Consequently, the study was conducted with 396 students selected from the 5th, 6th, and 7th grades during the 2023-2024 academic year. The study group was selected on a voluntary basis from the sample to which quantitative data were applied. In the quantitative part of the study, the "Disaster Awareness Scale for Secondary School Students" was used to collect data, and in the qualitative part, a semi-structured interview form developed by the researchers was used. The quantitative findings of the study showed that secondary school students had high levels of disaster awareness. However, the qualitative findings did not support the quantitative findings.

Collective Unbelonging: Late Arrival Chinese Migrant Youths’ Civic Identities and Their Social Studies Learning

The ongoing US-China geopolitical tension occupies news headlines in both states. In the US, suspicion and hostility against China have become a bipartisan agreement. The historically-rooted ostracization against Chinese Americans means that US-China relationship has deep implications on Chinese Americans’ lives, but research into how they negotiate this geopolitical tension is scant. Meanwhile, teaching transnational citizenship through social studies education can challenge the normative discourses of citizenship that often sustain nationalism and neglect migrants’ affiliation with multiple states, but how transnational citizenship is affected by geopolitical tension is an underexplored topic. Using Asian Critical Theory and transnational citizenship, this study interviewed Chinese migrant youths who received social studies education in both China and the US. While the youths reconstructed “Chineseness” and “Americanness” based on their lived experiences across borders, they also shared a pessimistically optimistic outlook toward the prospect of the US-China relationship. The youths developed a transnational citizenship that is characterized by their collective unbelonging in neither the US nor China. Their social studies curriculum failed to challenge the normative discourses of citizenship and failed to provide a critical space for them to discuss migration. This study also discusses the theoretical and pedagogical implications of the youths’ experiences.

Pelayanan Holistik Rumah Cerdas Di Desa Tamanrejo, Kecamatan Limbangan, Kabupaten Kendal

Evangelism through holistic smart home services is very effective. Because in the process children are blessed and parents are also blessed. The Smart House in Tamanrejo Village in December 2023-February 2024 involves more than 10 members from STT Christ Alfa Omega Semarang. Coordinated by one person to organize the teaching planning. Before the implementation began, one of the representatives met with the head of the local RT to coordinate with the residents regarding the implementation of the smart home. Then after it is agreed. The coordinator divides tasks for the teaching team in teaching. In teaching in a smart home, the place used is one of the homes of residents who are willing to use it. It was agreed that the study house would be held once a week on Fridays at 16.00-17.00 WIB. In implementing the learning house, the teaching team provides teaching in accordance with the curriculum that has been created. Then after carrying out these activities, the teaching team also visited the children's parents. In this case, pre-evangelism can be carried out through curriculum studies in the home learning about character building. Apart from that, through visits to the families of the children being taught.

An idea to explore: Student-centered scientific and medical writing project and workshop for undergraduate students.

Writing is usually integrated in the curriculum of science studies. However, students often lack the skills to write for various audiences or, to produce a well written manuscript. We developed a concise project of 15 European Credits to improve the writing skills in an early phase of the bachelor study. Students worked on texts from various journals and looked at the writing styles. They rewrote texts in a popular and more scientific way and practiced with clear, vivid language, avoiding clutter and hedge words, considering a proper use of grammar and interpunction. Medical writing was also introduced during the project. Grading was based on rewriting for a non-expert and expert audience. A rewritten text was presented to the public in the form of a student-initiated survey. This project shows an inverted approach creating student ownership and enthusiasm for writing. In addition, we created and tested successfully a concise two-day workshop based on this project. Based on the results we herewith present the work as an idea to explore.

Innovative Research on Land Resource Studies Curriculum Based on the Integration of OBE and CDIO Concepts

Land Resource Studies is an interdisciplinary applied science that encompasses the study of related concepts of land resources, types of land, their characteristics and spatial distribution, quantity and quality of land, land survey and evaluation, land development and utilization, land governance and restoration, as well as land protection and management. By examining the current state and existing issues in the teaching of land resource courses, and integrating the OBE-CDIO concept, this study conducts reforms and innovations from multiple dimensions including OBE outcome-oriented educational innovation, CDIO engineering education model innovation, and the integration of ideological and political elements. The ultimate goal is to realize a student-centered, outcome-oriented, and theory-practice integrated approach in the land resource studies curriculum. This innovation aims to cultivate students ability for systematic thinking and hands-on practice, achieving the goal of training interdisciplinary talents in the field of land resource studies.

Project-Based Learning Model: Its Implication in The Initial Training of Mathematics Teachers

Objective: The objective of the study was to analyze the benefits of a study curriculum under the competency-based approach and to analyze the implications of the implementation of the project-based learning model in the initial training of mathematics teachers in the context of university higher education. Theoretical Framework: The concepts related to the project-based learning model, its characteristics, its phases and educational competencies in the twenty-first century are systematically addressed. The relevance of the curriculum under the competency approach in university education is also analyzed from a critical perspective. Method: The research approach was mixed, non-experimental design, 30 teachers and 54 students in initial training for mathematics teachers participated in the study; the data were collected through a Likert questionnaire, the analysis and interpretation of the results was carried out with the Minitab software, complemented with the information from the semi-structured interview applied to the teachers. Results and Discussion: On average, more than 77% of teachers and more than 72% of students who attended the study have a favorable opinion about the implementation of project-based learning (PBL) in university education; therefore, it favors and strengthens the development of mathematical skills and competencies in the initial training of mathematics teachers based on the realization of mathematicsof tasks and problem solving through collaborative activities for efficient learning of mathematical concepts and procedures. Research Implications: This research highlights the importance of the project-based learning model from the theoretical and practical perspective of competency-based curricular implementation. Theoretically, the concepts of project-based learning are deepened and contextualized, while the practical implication translates into collaborative work between students and the teacher in problem solving. Originality/Value: The findings value the PBL model as a viable alternative for the efficient initial training of secondary school mathematics teachers, with a broad mastery of conceptual, procedural and digital technology knowledge in problem solving.

Decolonizing Literary Studies: Unveiling Postcolonial Narratives in Post-Yugoslav Academic Curricula*

This paper explores the presence and integration of postcolonial studies in literature education within the faculties of philology in the capitals of the former Yugoslav countries. Focusing on the emerging field of critical curriculum studies, the research delves into the nuanced landscape of literature education, particularly at higher levels, specifically emphasizing literary students’ specialized education. The study contextualizes postcolonial studies as a hybrid space for theoretical discourse, tracing its roots to anticolonial critique and contemporary Western theories. Drawing on the anticolonial heritage of socialist Yugoslavia and its involvement in the Non-Aligned Movement, the paper navigates the complexities of (post)colonial dynamics in the Balkans. This paper investigates the presence, or absence, of postcolonial theory in literature curricula within humanities faculties in the former Yugoslav countries’ capital cities. This research is based on the close interconnection of literature and postcolonial theory, whose origins lie within the literary representation of colonization relations. The primary objective is to discern the extent to which postcolonial studies are integrated into literary education and what implications this holds within the national context. Through an examination of course programs and content at various academic levels, the research aims to illuminate the role of postcolonial theory in shaping the narrative of literature education in the context of the former Yugoslavia.

Challenging dominant education paradigms: posthuman feminist inspirations towards alternate pathways for decolonising the curriculum

AbstractSouth Africa’s curriculum, and education system at large, remains humanistic and dominated by Western Eurocentric ways of thinking, doing and being. The ongoing protest action in higher education has made explicit the inequalities that continue to keep epistemic violence, Eurocentrism, and human exceptionalism intact. Central to this protest action has been the need for curriculum inquiry to reinvent itself and go against the pedagogical grain by advocating for a decolonised curriculum. However, the decolonial turn has largely been a structural exercise of abstract and rhetoric intensity fueled by a language of critique that is entrapped in discursive tendencies that inhibit the type of radicalism needed for it to invigorate alternatives that can challenge dominant education paradigms. This article is inspired by posthuman feminist theory that troubles the logic of advanced capitalism, epistemic injustice and dominant education paradigms. Invoked by new materialism, intra-actions of our becoming within and as part of the world are the deep entanglements of ethics, knowing and being that can spur scholarly activism. Four curriculum studies scholar activists shared their narratives of how they are enacting their curriculum to challenge dominant education paradigms. Their lived experiences as material, relational, embodied and embedded incite posthuman tendencies of what it means to teach to transgress. Experimenting with transversal transgressions this article attempts at a non-anthropocentric, feminist inspired perspective for curriculum inquiry to find alternative pathways for decolonising the curriculum so that it can rise to the challenges of our time.

Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner

ABSTRACT How can teachers engage students in participatory civic education in a state like Texas where education policy is interfering with the Rights of the Learner by refusing to allow educators to support students in becoming active participants in vital democratic processes? Texas Senate Bill 3, passed in 2021, prohibits teachers from directly supporting students in communicating with their elected officials and advocating for legislation as a part of their classroom experiences. This article draws on a framework of Black Critical Patriotism and action civics in response to the challenges posed by S.B. 3 imposed upon educators introducing authentic civic experiences to students. We argue that simulations rooted in the foundations of these frameworks and centering the Rights of the Learner provide for authentic experiences in classrooms where students can develop their civic identities to encourage lifelong civic participation.

DOG-EyeTeacher: a response by the Teaching Association to the medical study restructuring

The Masterplan Medicine 2020 adopted in 2017 entails many changes to the medical studies curriculum. The new structure affects the content of the coursework and its main focus. Amajor goal of this masterplan is to prepare young physicians by teaching the skills that are essential for the future profession. The National Competence-Based Learning Objectives Catalog for Medicine (NKLM) provides the basis for the teaching content. The Working Group Teaching of the German Society of Ophthalmology (Arbeitsgemeinschaft Lehre der DOG) actively supports this transformation. In cross-site collaboration, teaching materials for various teaching formats have been compiled by relying on the NKLM (e.g., recordings of operations, slides for small group instruction, image galleries, case studies). An online library named the DOG-EyeTeacher was then created. The aim of the DOG-EyeTeacher is to relieve the training clinics and to establish basic standards in teaching materials, thereby enabling the necessary focus on medical education. The provision of these teaching materials should deepen the interest in ophthalmology among future doctors. The DOG-EyeTeacher is our response to the challenges associated with the planned restructuring of the medical curriculum. Since October 2023, any DOG member involved in teaching can create an account free of charge to use our materials.

Social Media Use and Consumption of Prescription-Free Medications for Anxiety, Sleep, and Pain among Norwegian University Students.

A relationship has been recognized between social media use and health issues. However, no studies have explored the potential link between social media use and consumption of over-the-counter (OTC) medications. We examined social media use, self-reported anxiety, depression, sleep problems, pain, and OTC medications use among Norwegian university students. The goal was to gain insights that would guide preventive health strategies for this target group. A quantitative, cross-sectional study was conducted with an online questionnaire distributed to university student Facebook groups in Norway. A total of 132 completed surveys were analyzed. Among the respondents, 28% experienced anxiety, 35% depression, 64% sleep problems, 71% headaches, and 78% musculoskeletal pain. Moreover, 56% reported using OTC analgesics or sleep aids, mostly purchased from community pharmacies. No statistically significant correlation was found between social media use and headache, musculoskeletal pain, sleep disturbances, or consumption of OTC medications among university students in Norway. The findings, however, demonstrated a positive trend, highlighting the need for further research with larger, more diverse samples, and potentially employing a qualitative or longitudinal design. We propose increased awareness of the potential negative effects of social media among university students, the inclusion of social media and health topics in study curricula, and the more proactive engagement of community pharmacists with young clients concerning the consumption of OTC medications.