Conceptual alignment between the somatic cell division curriculum, textbooks, instruction, and assessment in high school

Kim, Young-Shin; Lee, Yun-hye; Lee, Hyonyong; Lim, Soo-min

doi:10.1080/00219266.2021.1884585

Cited by 3 publications

(4 citation statements)

References 28 publications

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“…In addition to research on HOTS-based assessments, research on the alignment between assessments and the desired outcomes of the curriculum is also important. Even, alignment is currently not widely used in classroom learning and there is a lack of studies exploring alignment [34]. Research on the Science Curriculum in Lebanon shows that the level of alignment between the assessment and the curriculum is relatively low, and the dominant assessment is made targeting the low level of understanding and knowledge [35].…”

Section: Introductionmentioning

confidence: 99%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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This study aims to explore how the cognitive level alignment between the teachers’ assessments and Mathematics curriculum in Indonesia related to students’ higher order thinking skills (HOTS) development. The study adopted a descriptive exploratory design with a qualitative approach. The participants of this study were 15 high school mathematics teachers from Malang City and the Nganjuk district. Data were collected from the results of the assessments and indicators of the mathematics curriculum used by teachers. The data collected were analyzed using Anderson & Krathwohl’s Taxonomy to determine the alignment of the cognitive level from assessments and curriculum. In the semi-structured interview session, we recorded teachers’ responses who were able to construct HOTS-based assessments. Our findings showed: i) mathematics indicators primarily targeted students’ thinking skills at the low cognitive level, namely applying; ii) teachers’ assessments were more dominant at the low cognitive level, and there was no assessment at create level; and iii) the alignment of the cognitive level was relatively low for the HOTS category. The study findings can be used to improve curriculum and assessment in education. They can also be used as reflections for Mathematics teachers on the importance of aligning the cognitive level, especially that develop students’ HOTS.

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Section: Introductionmentioning

confidence: 99%

The cognitive alignment of mathematics teachers’ assessments and its curriculum

Zana,

Sa'dijah,

Susiswo

2024

IJERE

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“…STEM courses included biology, chemistry, physics, engineering, mathematics, computer science, and related elective courses such as forensics or environmental science as shown in Table 2. For this Cycle Two research study, the researcher limited participation to middle and high school teachers (Grades 6-12) because her personal experience, Cycle One findings, and the literature suggest that these are the grades that feel the most pressure from high stakes testing (Berliner, 2011;Kim et al, 2021;McDuffie et al, 2018). In order to meet the selection criteria, participants must have taught their current course at least once before because they submitted a previously used lesson plan, modified it during a coaching session, and used it again with students.…”

Section: Participants/collaborators/ Stakeholders Experiencementioning

confidence: 99%

“…Because they are ubiquitous, textbook companies hold power over the curriculum (Apple, 1996). The content and accompanying questions presented in textbooks influence how deeply students learn the content by creating opportunities for students to recall and analyze the information presented (Agustina, 2021;Kim et al, 2021;McDuffie et al, 2018;Savasci-Acikalin, 2019). Studies conducted in the United States and around the world have…”

Section: Textbooksmentioning

confidence: 99%

“…shown that STEM textbooks tend to ask students more recall questions therefore primarily encouraging memorization (Agustina et al, 2021;Kim et al, 2021;McDuffie et al, 2018). Questions requiring critical thinking skills appear less often and teachers must supplement the textbook with additional resources or reduce the amount of critical thinking practice given to students.…”

Section: Textbooksmentioning

confidence: 99%

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Exploring the classroom tools used to develop students' higher order thinking skills in middle and high school STEM courses

Prince

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This qualitative action research study examines how middle and high school STEM teachers create and implement lessons that connect concepts to the real-world and develop student metacognition. The researcher collected data through interviews, focus groups, document analysis, and survey questions.Participants from vocational, private, and traditional public schools are all represented. The data indicate that teachers use a variety of lesson planning tools including the Next Generation Science Standards to create lesson plans. Lessons that connect class content to students' personal experiences or current events were reported to increase student engagement and lead to deeper learning. Deep learning is defined as the formation and development of higher order thinking skills like critical thinking.The literature demonstrates that critical thinking can be developed through reflective writing exercises.According to the findings of this study, there are four different ways that reflection can be incorporated into STEM classrooms: connections to class content, connections to the real-world, connections to students' personal experiences, and metacognitive skill development. Personalized coaching can be an effective method of professional development for promoting student reflection in STEM classrooms and providing guidance for teachers to be reflective positively impacts their future lesson planning. An additional finding shows that students appreciate the opportunity to reflect on their learning periodically in order to improve their academic habits. One limitation of this study is that participants volunteered to join after viewing a recruitment poster about reflection, therefore only attracting a population of teachers who were interested in developing their students' reflective skills. Future research studies might examine a larger and more randomized sample to make broader conclusions and impact a wider population of STEM teachers.

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