Topics In Syllabus Research Articles

Environmental Attitude and Behaviour among Students: Incorporating the Green Concept in Learning Outcome Based

The adoption of green behaviour is critical to reduce the environmental impacts. In response to demands for environmental sustainability, the Higher Education Institution (HEI) is promoting green campus development more aggressively. Guided by Social Cognitive Theory (SCT), this paper aims to identify student’s environmental attitude and behaviour towards green concepts. Data was collected through an online survey among 116 students. The findings revealed recycling behavior was at low level, whereas students’ energy conservation was at high level practices. These findings are based on the notion that embedding “green office” topics in course syllabus might increase knowledge and further influence behavioural change regarding green behavior among university students. The findings could contribute to the development of a long-term green nation by incorporating environmental sustainability into learning outcomes based on a curriculum framework as the university students are expected to be the most informed and aware about environmental issues.

Comprehensive analysis of theory exam question papers of 2nd MBBS Pharmacology subject in Rajiv Gandhi University of Health Sciences, Karnataka, India

Background: Assessment is the backbone of curriculum development and an important component of medical education. Written exams are frequently used in medical education and question papers are important instruments of assessment of medical education. The present study is summative question paper based analysis study where the content validity, level of cognition, cognitive domains, marks distribution and time weightage in theory question papers were analyzed.Methods: Retrospective analysis of II MBBS pharmacology question papers (n=18) of RGUHS, Bengaluru from the year 2010 to 2018 was done. The data was analyzed according to modified Blooms levels of taxonomy, cognitive domains, areas of importance and weightage given to different topics in Paper 1 and 2 in comparison to university syllabus and with regard to time allotted in university syllabus.Results: Analysis of question papers revealed that topics like GIT, respiratory system, uterine drugs, antiseptics and disinfectants, immunosuppressant were consistently underrepresented in question papers. Also, majority of questions (68.06%) did not have any verbs associated with Blooms level of taxonomy and hence did not meet criteria of standard question paper. Comparison of time allocation to weightage of topics in syllabus revealed no significant variations in percentage distribution.Conclusions: Assessment in medical education should not be used merely for classification, grading and certification rather it should become an instrument for promoting growth of knowledge. For this the university should frame standard blueprint for question paper setters and the question paper setters should follow those guidelines strictly and ensure that weightage given for different topics is maintained.

CONCEPTUAL UNDERSTANDING IN SECONDARY SCHOOL CHEMISTRY: A DISCUSSION OF THE DIFFICULTIES EXPERIENCED BY STUDENTS

It has been widely discussed that students’ concept ual alternatives in science play a vital role in sh aping their scientific understanding acquired through for mal science learning. As one of the components in t he science subject, students coming to chemistry lesso ns also bring in them own chemistry conceptual alternatives. It is widely argued that meaningful l earning occurrs if students’ actively construct the ir own understanding out of conceptions they already posse ss. Thus, it is inescapable that students will need to draw on their alternative conceptions and perhaps r earrange or refuse them to form new concepts. Specifically, this study intends to investigate the conceptual alternatives that students hold in chem istry. The Conceptual Chemistry Test containing 23 multiple choice items which covered 7 topics in the Malaysian Secondary Chemistry Syllabus was specifically designed to reveal students’ alternative conception in chemistry. The respondents comprised 317 Form Five students who took chemistry in school. The reliability of the instrument was measu red using Kuder-Richardson (KR-20) and the result showed a moderate value of .50. The researchers, wi th the help of chemistry experts, have developed th e test content and face validity. The result showed t hat students’ mean score was below 40 and this indicated that they hold significant alternative co nception in chemistry. The implication of this rese arch is to emphasize effort to motivate chemistry teachers to use alternative strategies, such as constructivi sm and cognitive scaffolding in an effort to remedy studen ts’ existing conceptual alternatives.

Primary science and technology: How confident are teachers?

Science and Technology is a new Key Learning Area in NSW Primary Schools. Survey results are used to compare preservice teachers (on entry and in the third year of their degree) with practising teachers, on their confidence in their knowledge about the topics in the syllabus, as well as their confidence to teach these topics. Reasons for stated confidence (or lack of it) are reported together with preservice and practising teachers' views about what needs to be done to improve their confidence. Preservice and practising teachers' opinions of the major sources of their knowledge about the topics in the new syllabus are contrasted. Results are discussed in the light of severalDiscipline Review recommendations.