Subject In Curriculum Research Articles

El cómic digital como recurso para consolidar el aprendizaje en la educación secundaria obligatoria

Currently, there are several digital applications that make it possible to create comics, which can enhance study in obligatory secondary education. Their use is an excellent contribution to the curriculum of different subjects by presenting the content through contextualised images and a more accessible language. This study will focus on the educational benefits of digital comics. Therefore, the main objective is to elaborate an analysis that highlights digital comics as a tool that simplifies learning for students, based on a review of the existing literature. In recent years, the virtual comic has begun to be used frequently in obligatory secondary education thanks to various initiatives that promote its use, such as training courses for teachers and the dissemination of educational comics through social networks. Among the advantages of digital comics over classic comics is their interactivity, which allows students to view animations or listen to sounds, show or hide elements, or even choose the outcome of the story. These qualities make the virtual comic a more interesting educational resource, which also facilitates learning by teaching content in a more entertaining and visual way.

The Influence of The Project Based Learning (PjBL) Learning Model on Students' Spatial Thinking Abilities on The Subject of Geography

Geography is one of the important subjects in the education curriculum in Indonesia. The ability to think spatially is one of the important skills that students must master in learning geography. Teachers need to apply appropriate learning models to train students' spatial thinking skills, such as project-based learning models. This research uses a literature review method of 9 (nine) articles to analyze the influence of the project based learning model on students' spatial thinking abilities in geography subjects. The source of data for this research is scientific articles published in various journals and indexed in the google scholar repository data. Data analysis is carried out qualitatively with the stages of data reduction, data presentation, and conclusion drawing. The results of the analysis show that the project based learning model has a significant influence on students' spatial thinking abilities in geography subjects. The application of the PjBL learning model has been proven to improve students' spatial thinking skills which are needed in studying spatial concepts in geography.

Designing Hospitality Curriculum for the Future: A Comprehensive Assessment of an Undergraduate Program in the United States

ABSTRACT Educational curricula require systematic and regular evaluation to maintain relevance and university Hospitality Management programs are no exception. This study assessed gaps and trends in curricular topics, soft skill development, and practical skills and experiences through a case study of a university program in the United States (U.S.). A concurrent mixed-methods approach involving multiple stakeholders guided comprehensive curriculum development and revealed differing values on certain topics and skills. This study emphasizes the need for Hospitality programs to adapt their curriculum by incorporating hands-on industry experience, leadership training, and development of both hard and soft skills, ensuring students are well-prepared for future industry demands. It contributes to the understanding of the industry-academia gap through the lens of education and curriculum, benefiting the reevaluation of similar U.S. programs.

범교과 학습 주제로 살펴본 학교 통일교육

Objectives This study examined the overall status of unification education in schools, focusing on the 2022 revised elementary school curriculum, and reviewed the applicability of time-sensitive themes, such as the ‘8.15 Unification Doctrine.’ Methods To this end, first, the changes in unification education as a cross-curricular learning theme from the first phase of the curriculum to the present were examined. Second, how unification education is linked to subject content in the 2022 revised curriculum was analyzed. Finally, the possibility of integrating time-sensitive themes with the subject curriculum was explored. Results The results of the study confirmed that the vision for a unified Korea, as outlined in the ‘8.15 Unification Doctrine,’ can be applied not only to social studies and ethics but also to subjects like Korean language and art. Conclusions Therefore, the National Unification Education Institute, which oversees unification education, should, based on the sequential implementation of the 2022 revised curriculum, first anticipate the material needs of schools, and second, develop and distribute specific educational resources to address relevant themes in a timely manner.

Evaluation of undergraduate forensic medicine education in Nepal: a critical analysis using Schwab’s five commonplaces and Schubert’s curriculum images

Following the establishment of Nepal’s first medical college in 1972, forensic medicine was introduced in 1978. To date, 25 medical colleges in the country have included forensic medicine as a compulsory subject in the undergraduate medical curriculum. Although this subject has been introduced into the medical curriculum, the outcome is unsatisfactory, as reflected by the poor medico-legal reports prepared by newly graduated medical students. Forensic medicine education is therefore at a critical juncture with challenges while paving the way for opportunities to improve. In this analysis, we examined the current state of forensic medicine education for the undergraduate medical programme in the country. For this purpose, we used Schwab’s five commonplaces in the curriculum. We then evaluated the curriculum from the perspective of Schubert’s curricular image frameworks.We noted significant differences in the curriculum content, teaching methods, and practical training across the curriculum. An acute shortage of qualified teachers, limited resources, and inconsistent curriculum updates have further complicated the situation. The current curriculum does not address cultural sensitivity, which should not be overlooked during medico-legal practices.Following the curriculum evaluation, we find room for improvement and propose recommendations. First, the forensic medicine curriculum should be standardized and uniform to address national needs. There should be uniformity and improvement in practical hands-on training. The manpower should be trained to work in rural settings with limited resources so that the overall justice system of the country can improve. Recent technological advances should be incorporated into the curriculum and interdisciplinary collaboration encouraged. Allocating more scholarship/sponsorship seats for postgraduate programmes and recruiting skilled graduates to be evenly distributed regionally would be important steps toward strengthening the country’s medico-legal proceedings and justice system.

Leveraging National Survey Data to Examine and Extend Notions of Culturally and Linguistically Responsive Social Studies Instruction

A growing body of research on culturally and linguistically responsive social studies instruction continues to identify essential understandings regarding the teaching and learning of social studies among multilingual students. Yet a preponderance of these studies utilize ethnographic and other highly contextualized qualitative methods. In order to make this growing body of knowledge more accessible to a larger audience of researchers and educators, the present study examined pedagogical approaches and areas of curricular emphasis that social studies teachers reported using in the landmark Survey on the Status of Social Studies. The results of the present study deepen insights into the differentiation that social studies teachers of emergent bilingual students employ. Data analysis reveals that teachers with beginning emergent bilingual students, teachers with intermediate emergent bilingual students, and teachers without emergent bilingual students reported using instructional strategies and engaging curricular topics with different frequencies. The findings align common social studies approaches to the scholarship on culturally and linguistically responsive social studies instruction to provide a typology that extends the literature for social studies educators.

PROGRAM PELATIHAN BERBASIS COMMUNITY DEVELOPMENT

The Independent Curriculum, as a form of educational reform carried out by the government, which was launched in 2022, will begin to be implemented comprehensively and gradually in the 2022/2023 academic year in both elementary, middle and high schools. In this regard, this community service program (P2M) aims to train PAI teachers in elementary schools in implementing the independent curriculum in PAI subjects. Elementary PAI teachers are targeted in this PkM program because at the elementary school level, the training program related to the implementation of the independent curriculum is more focused on class teachers, and has not touched subject teachers, including PAI teachers. The P2M program is carried out in the form of training for 32 JP which is carried out over 3 days. In collaboration with KKG PAI North Cimahi District, Cimahi City, this P2M program is intended for 50 PAI Elementary School teachers in North Cimahi District, Cimahi City. The training material is focused on: equalizing perceptions about the independent curriculum concept, characteristics of PAI subjects in elementary schools and their opportunities and challenges in the context of the independent curriculum, implementation of PAI planning (learning outcomes, learning objectives and flow of learning objectives) in the context of the independent curriculum, implementation of the differentiated learning process in PAI and Elementary School Ethics subjects, and implementation of learning evaluation in PAI and Elementary School Ethics subjects in the context of the independent curriculum. After attending this training, each training participant (SD PAI teacher) can understand the concept of an independent curriculum and is able to implement it in PAI and Elementary School Character subjects in order to improve and increase the quality of PAI learning in schools.

2022 개정 전문 교과 교육과정의 디지털 역량 분석 연구: 보건·복지 교과(군)을 중심으로

Objectives The purposes of this study were to analyze the current status of digital competencies reflected in the general major (17 subjects) curriculum among the 2022 revised health & welfare specialized subjects. Methods In order to achieve the research objectives, the degree of reflection related to digital competency reflected in the health and welfare subject (group) curriculum items (1. personality and goals, 2. content system and achievement standards, 3. teaching and learning, 4 evaluation) was analyzed using the curriculum mapping (CCM) method based on the DigComp 2.2 Framwork announced by the EU-JRC (2022). And the actual reflection cases were analyzed using a qualitative method. Results Among the 2022 revised health and welfare specialized courses, “2. Communication and Collaboration” was the highest at 26.7%, followed by “1. Information and data literacy” (22.0%), “3. Digital content creation” (18.7%), and “5. Problem solving” (18.3%). And “4. Safety” (14.4%) was the lowest, so it is judged that it is necessary to supplement related contents through teaching and learning activities. Conclusions In order for prospective professionals to adapt to the digitalized work environment in the health and welfare sector and implement the digital capabilities necessary to perform related jobs, it is necessary to develop training programs that can improve teachers' digital capabilities and research related to the establishment of teaching and learning environments.

Analysis of teachers' problems in the implementation of the independent curriculum in PAI subjects

Many students experience obstacles in learning Islamic Religious Education, coupled with the implementation of the Independent Learning Curriculum which is still relatively new in its implementation. The implementation of the Independent Learning Curriculum certainly requires time for adjustment, so this affects student learning outcomes and the achievement of appropriate learning objectives. This study aims to examine the problems that occur at SMA Daarul Qur'an Bandung related to the implementation of the Independent Learning curriculum in learning Islamic Religious Education subjects. The research method used is a qualitative case study approach with data collection through observation, interviews and document studies. The results of the study show that in the implementation of the Independent Learning Curriculum in schools there are still various problems, especially in the teacher aspect. It can be concluded that the Independent Curriculum in Islamic Religious Education subjects at SMA Darul Quran Bandung shows a number of challenges that need to be overcome. By continuing to evaluate and adjust, it is hoped that schools can overcome the challenges faced and improve the quality of learning for students as a whole.

Didactic models for active and inquiry-based learning of machines and mechanisms

Didactic models are invaluable resources for teaching Machines and Mechanisms, a crucial subject in the Engineering curriculum. This work investigates the impact of various types of models on learning outcomes across different instructional approaches, from traditional to active and inquiry-based learning methods. We analyzed a range of didactic models used in a second-year Theory of Machines and Mechanism (TMM) course at EUSS School of Engineering in Barcelona over the past decade, including: i) mechanical models built with “Meccano” parts, 3D-printed models, and kits simulating “fairground attractions”, introduced in traditional teaching settings; ii) real machines and student-developed models used in in TMM courses based on the “Study and Research Path” (SRP) approach, and iii) advanced didactic machines, created by fourth-year students. We discuss the educational benefits provided by these models, considering aspects like the theoretical concepts they mobilize, their construction (by teachers or students), design flexibility, materials used, complexity, and realism. Additionally, we examine how these models enrich the Media and Milieu dialectics, promote the development of both technical and transversal skills, and present a range of advantages and challenges in each TMM context. Our findings offer valuable insights into how models enhance the teaching and learning experience in Machines and Mechanisms, guiding instructors in selecting appropriate models and instructional strategies based on course objectives, student characteristics, and contextual constraints.

Three-stage robotic STEM program ignites secondary school students’ interest in STEM career and attitudes toward science

AbstractThe electricity-related topics in the secondary school science curriculum are near-universal standards across countries. We prepared a three-stage robotic STEM program incorporating coding, robotic integrated science (in the topic of electricity), STEM engineering processes, and their educational structures. We investigated the impact of the three-stage robotic STEM program on attitudes toward science and STEM career interests, which are the most important psychological triggers of learning. We conducted our research using a comparative quasi-experimental design with pretest-posttest experimental and control groups with 73 students in 7th grade in a public secondary school. While the experimental group students completed their performances by building and running the circuits in the activities of the three-stage robotics-STEM program, the control group students completed their performances by building and running the without-coding version of the circuits in these activities. Our research findings unveil an exciting prospect: by integrating block-based coding, robotics, and STEM engineering processes into electricity topics, we can significantly enhance and diversify student activities on electricity. Moreover, our finding reveals that the robotics-STEM program applied in the experimental group positively affects students’ STEM career interests and attitudes toward science compared to the control group. By showcasing the benefits of a thorough three-stage robotic STEM program with about fifty activities, this study has the potential to advance science education by skillfully integrating several disciplines, including science (such as understanding sensors and electrical circuits), technology, and engineering (such as creating robotic designs and assembling hardware components), and mathematics (using algorithms and data analysis).

EMPOWERING FRONTLINE CNAS TO ENGAGE IN EFFECTIVE COMMUNICATION THROUGH AN INTERACTIVE LEARNING EXPERIENCE

Abstract While considerable efforts have been directed towards continuing education for bedside nurses and providers, certified nursing assistants (CNAs) are often marginalized, despite their substantial involvement in patient care within skilled nursing and rehabilitation facilities. Collaborating with 36 sites throughout Orange County and Los Angeles County, California, our GWEP team identified crucial curricular topics to address geriatric-specific knowledge deficits among CNAs. These topics focused on the 4-Ms and included fall risk management, care for patients exhibiting challenging behaviors, addressing mental health conditions, effective communication with healthcare team members, and self-care strategies to mitigate burnout. Recognizing the importance of engaging and interactive education and trauma-informed pedagogy, we designed participatory activities such as gaming, storytelling, meditation, yoga, journaling, and sharing into the curriculum. Over a span of three years, education was delivered to over 615 diverse CNAs, nurses, and other healthcare professionals in our 4-part education series titled, “Building Resiliency While Advancing Your Caregiver Skills.” The curriculum was structured and disseminated through synchronous online sessions via Zoom, in-person workshops, and asynchronous self-paced modules. Throughout the sessions, empowerment and evidence-based burnout prevention were taught utilizing a customized “CNAs CAN” learning kit. Evaluations were conducted after each session, and we found that providing multi-modal learning opportunities promoted engagement. Knowledge was gained in reporting changes in condition, preventing falls, and recognizing the signs and symptoms of dementia, delirium, and depression. In the qualitative data collected, learners overwhelmingly reported gaining skills to prevent burnout, stress reduction, and acquiring new self-care skills.

CURRICULUM CONTENT FOR TRANSLATIONAL GEROSCIENCE EDUCATION: SOCIAL RESEARCH, POLICY, AND PRACTICE PERSPECTIVES

Abstract Geroscience is an exciting paradigm with the potential to positively disrupt the biological aging process in humans, thereby extending the healthy lifespan. This presentation will offer considerations from social research, policy, and practice perspectives that could be incorporated as topics into educational curricula for scientists planning to engage in geroscience-guided clinical trials. Regarding social research, methodological considerations include strengths and weaknesses of different research designs and how to choose outcome measures aligned with hypothesized mechanisms of action of geroscience-guided interventions. When considering how and where to initiate clinical trials, investigators will confront issues including how equity can be optimized when recruiting participants, how risks and benefits of participating in such clinical trials can be best communicated to potential participants, and how to balance scientific rigor with pragmatic concerns when determining inclusion and exclusion criteria. At a broader level, social research perspectives include how preferences for geroscience-guided therapies vary among individuals according to race, ethnicity, socioeconomic status, and degree of disability. Policy-related curriculum topics could include how geroscience therapies, if found to be effective, might affect health insurance programs such as original Medicare, Medicare Advantage, and Medicaid. For example, care management programs offered by Medicare Advantage programs might have to be modified to account for a beneficiary population with fewer medical comorbidities, and demand for Medicaid-funded nursing home and home and community-based services might be affected if multiple comorbidities could be prevented or alleviated. Practice considerations include how the healthcare workforce will be affected by the advent of geroscience-guided therapies.

지역 및 학교 규모에 따른 고교학점제 학생 선택형 교육과정 편성･운영의 차이 분석

This study empirically analyzes the differences in organizing and operating student-centered curricula in high school credit systems based on region and school size. A survey of 68 designated high schools examined the status of curricula and the perceptions of school members. Results indicate that rural areas and smaller schools offer fewer elective credits and subjects, with low operational rates for non-national curriculum subjects and joint curricula. Conversely, larger cities and schools have seen an increase in elective credits, though some still offer fewer than medium and small cities. Parental satisfaction with subjects was higher in rural and smaller schools. Additionally, the effectiveness of non-national curriculum subjects and joint curricula was viewed as enhancing students’ choices and reducing disparities in rural areas, while in larger settings, it was seen as promoting student interests and differentiated instruction. The study concludes that support needs to vary by region and school size, and suggests tailored strategies to address disparities in curriculum organization and operation.

Citizenship Socialization Process and National Integration

Efforts at nation-building in Nigeria are hindered by various social problems linked to the low level of national integration among its religiously, regionally and ethnically diverse population. This paper examined citizenship socialization courses and subjects at the three (3) levels of education (Basic, Secondary and Tertiary) in Nigeria that are designed to promote national integration. The courses and subjects include Citizenship Education, Civic Education and General Studies (Peace Studies and Conflict Resolution and Nigerian Peoples and Culture). Similarly, key concepts such as socialization, citizenship socialization courses and national integration are conceptualized. The Functionalists sociological perspective was adopted as a theoretical framework to establish the link between citizenship socialization courses and subjects and promotion of national integration. However, despite the link or potential of citizenship education in raising the level of national integration, the paper identified some constraints on the extent to which citizenship socialization courses and subjects promote the desired national integration among the people of Nigeria. These challenges include the current assessment methods in schools, which focus on testing cognitive rather than affective abilities, the problem of inadequate funding of education in general, large size lecture halls and other poor teaching and learning conditions and Low credit units or time on the time table on specific curriculum subjects and courses meant citizenship socialization for national integration. To address these challenges, the paper suggests diversifying assessment and evaluation methods, among other strategies, to improve the teaching of citizenship socialization courses and promote national integration in Nigeria.

Cultivating Entrepreneurial Character Through Market Day Activities at UPT SPF SD Negeri Tamamaung 1 Makassar City

The objectives of this research are (1) To determine the implementation of the Project Based Learning model in the independent curriculum in social studies subjects at SMPN Negeri 13 Bontoa Regency. (2) To determine the supporting and inhibiting factors for implementing the Project Based Learning model in the independent curriculum in social studies subjects at SMPN 13 Bontoa, Maros Regency. This research uses a qualitative descriptive research method. Data collection techniques in this research are interviews, observation and documentation. Meanwhile, data analysis is carried out through data collection, data reduction, data presentation, and conclusion drawing/verification. The results of the research show that: 1) The implementation of the project based learning model in the independent curriculum in Social Sciences subjects at SMPN 13 Bontoa, Maros Regency was carried out in accordance with predetermined stages. 2) Supporting factors for the implementation of this project based learning model include the facilities and infrastructure available which are quite complete, the teacher who is very enthusiastic and the closeness of the teacher to the students, and the cost factor that has been provided in the RKAAS.

AI-Powered Pedagogy: Integrating Artificial Intelligence in Information Technology Education for Future Workforce Readiness

This study investigates the current state of Artificial Intelligence (AI) integration in Information Technology (IT) education, including the adoption of AI-powered tools, the development of AI-related curricula, and the impact of AI on student learning outcomes. Employing a mixed-methods approach, the research combines quantitative and qualitative data to analyze AI integration in IT education. Findings reveal a significant gap between current AI integration in IT curricula and the skills demanded by AI-driven industries. While respondents demonstrated improved critical thinking and problem-solving skills when engaged in AI-powered learning, challenges such as insufficient faculty training, inequitable access to AI tools, and inadequate emphasis on ethical considerations were identified. The study recommends expanding AI-related topics in curricula, incorporating hands-on learning opportunities, and equipping educators with skills for effective AI instruction. By addressing these gaps, this study contributes to the achievement of SDG 4 (Quality Education) by improving the quality and accessibility of IT education and equipping students with the necessary skills for the 21st-century workforce. Moreover, it supports SDG 8 (Decent Work and Economic Growth) by preparing students for in-demand AI-related careers and contributing to economic development.

ÜMUMTƏHSİL MƏKTƏBLƏRİNDƏ COĞRAFİYANIN FƏNLƏRARASI İNTEQRATİV TƏDRİSİNİN MƏZMUNU

The geography subject curriculum is characterized by its tendency to be integrated among the subjects taught in general education schools in the modern era. Integration expands the pedagogical and methodical possibilities of geography, adds new content to it. The main goal of introducing new integrative elements in the teaching of subjects is to facilitate their understanding as a whole. In the scientific research, the association of geography with physics, chemistry, biology, mathematics and history is analyzed, their integrative possibilities are revealed, and different pedagogical approaches are highlighted.

ÜMUMTƏHSİL MƏKTƏB BİOLOGİYASININ TƏDRİSİNDƏ FİTOTERAPEVTİK BİLİKLƏRİN ÖYRƏNİLMƏSİ İMKANLARI

The article is devoted to the possibilities of teaching phytothera-peutic knowledge to students in the teaching of biology in secondary schools. Possibilities of solving the problem are investigated in textbooks and scientific-methodical literature. From the analysis of the textbooks, it is concluded that in the textbooks of the 7th, and 8th grades, medicinal plants and plants are of great importance in the treatment and prevention of diseases. Many topics in this content are reflected in textbooks. In accordance with the realization of the standards of the subject curriculum, the topics that allow students to be taught phytotherapeutic knowledge have been established. However, it is possible to slightly increase the topics related to the problem, especially to include such topics in the 9-11th grade textbooks. From the analysis of scientific-methodical literature, it became clear that the research on the solution of the problem has not been fully conducted, there are few works in this field. Writing works that will help teachers with problem solving is one of the important issues.

Does Every Computer Scientist Need to Know Formal Methods?

We focus on the integration of Formal Methods as mandatory theme in any Computer Science University curriculum. In particular, when considering the ACM Curriculum for Computer Science, the inclusion of Formal Methods as a mandatory Knowledge Area needs arguing for why and how does every computer science graduate benefit from such knowledge. We do not agree with the sentence “While there is a belief that formal methods are important and they are growing in importance, we cannot state that every computer science graduate will need to use formal methods in their career.” We argue that formal methods are and have to be an integral part of every computer science curriculum. Just as not all graduates will need to know how to work with databases either, it is still important for students to have a basic understanding of how data is stored and managed efficiently. The same way, students have to understand why and how formal methods work, what their formal background is, and how they are justified. No engineer should be ignorant of the foundations of their subject and the formal methods based on these. In this article, we aim at highlighting why every computer scientist needs to be familiar with formal methods. We argue that education in formal methods plays a key role by shaping students' programming mindset, fostering an appreciation for underlying principles, and encouraging the practice of thoughtful program design and justification, rather than simply writing programs without reflection and deeper understanding. Since integrating formal methods into the computer science curriculum is not a straightforward process, we explore the additional question: what are the tradeoffs between one dedicated knowledge area of formal methods in a computer science curriculum versus having formal methods scattered across all knowledge areas? Solving problems while designing software and software-intensive systems demands an understanding of what is required, followed by a specification and formalizing a solution in a programming language. How to do this systematically and correctly on solid grounds is exactly supported by formal methods.