Curriculum and the Role of Research

Burrill, Gail; Lappan, Glenda; Gonulates, Funda

doi:10.1007/978-3-319-12688-3_17

Cited by 6 publications

(5 citation statements)

References 3 publications

(2 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Different countries consider different goals and skills to be more important than others, and for this reason it is expected that curricula would vary in both type and structure (Scholl 2012). There is much discussion in the literature concerning the definition of a school curriculum (Young 2014;Bybee 2003) and its role in education (Burrill et al 2015). If a scientific theory needs to be widely taught, understood, and accepted by the students and future citizens of a country, it should be included in the national curriculum.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

et al. 2021

View full text Add to dashboard Cite

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: “Framework to Assess the Coverage of biological Evolution by school curricula.” This framework was developed based on the “Understanding Evolution Conceptual Framework” (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts’ opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries’ curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.

show abstract

Section: Introductionmentioning

confidence: 99%

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Should be update -Should be dynamic Australia, Canada, China, Ireland, New Zealand, Turkey, the USA, and the UK developed their own standards for IT education (ACARA, 2020;Burrill et al, 2015;England -Department of Education, 2013;DET, 2021;DES, 2014;Education Bureau, 2021;ME, 2019;MEB, 2018;NCCA, 2021;NL Canada, 2021;Parsons & Beauchamp, 2012;Richards & Turner 2019;Sparapani, Perez, Gould, Hillman, & Clark, 2014;Wang, 2019). ECDL and ISTE standards are the most well-known IT standards worldwide (ISTE, 2021;ECDL, 2021).…”

Section: Document Analysis and General Resultsmentioning

confidence: 99%

“…The ISTE (International Society for Technology in Education) (ISTE, 2021) and ECDL (European Computer Driving Licence) (ECDL, 2021) are among the most well-known standards developed to create specific competencies in the field of informatics. In addition, many countries worldwide such as Australia, Canada, China, Ireland, New Zealand, Turkey, the USA, and the UK have identified standards or basic skills that define their technology competencies at the secondary school level and other levels (ACARA, 2020;Burrill, Lappan & Gonulates, 2015;Department of Education, 2013;DET, 2021;Education Bureau, 2021;ME, 2019;MEB, 2018;NCCA, 2021;NL Canada, 2021;Parsons & Beauchamp, 2012;Richards & Turner 2019;Sparapani, Perez, Gould, Hillman, & Clark, 2014;Wang, 2019). These standards may change according to the conditions of the day.…”

Section: Introductionmentioning

confidence: 99%

A Program Development Model for Information Technologies Curriculum in Secondary Schools

Albayrak

Akgün

2022

Participatory Educational Research

View full text Add to dashboard Cite

Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the "Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)". This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.

show abstract

“…Moreover, curriculum refers to the lessons and academic content taught in a school with a learning standard and goals. The learning standards and goals in the national curriculum usually are appointed by the government (Burrill et al, 2015). This kind of curriculum is called the intended curriculum (Connelly et al, 2008).…”

Section: Sports Summer Camp Curriculummentioning

confidence: 99%

A Content Analysis of Sports Summer Camp Curriculum for Elementary School Students by the Perspective of Multiple Intelligence Theory

Al Ardha,

Yang,

Lin

et al. 2022

Stud. Philos. Sci. Educ.

View full text Add to dashboard Cite

Sedentary behavior and obesity are becoming international concerns. Children spent less time in physical activity and sports due to several reasons. Changing children’s behavior should involve a holistic approach. Furthermore, multiple intelligence could contribute to promoting active children's behavior. This study aimed to evaluate the content of the sports summer camp curriculum which was developed by multiple intelligence theory. Moreover, the effect on children's behavior was observed in the implementation of the curriculum. This research was conducted by a qualitative-quantitative combination research design (mixed method). There were 82 elementary school students (age 9.70 ± 1.18 years old) who participated as a research sample with the approval of their parents. As a result, there were eight intelligence profiles that were implemented into this curriculum. The intelligence was bodily-kinesthetic, linguistic, logical-mathematical, musical, visual-spatial, interpersonal, intrapersonal, and naturalist. Furthermore, based on their multiple intelligence profile, bodily-kinesthetic performed excellently in every activity. In addition, there is no significant difference in students’ involvement among multiple intelligence groups during the summer camp (Sig. >0.05). In conclusion, each intelligence was involved in the activity. Furthermore, each multiple intelligence group could involve in every activity.

show abstract

Curriculum and the Role of Research

Cited by 6 publications

References 3 publications

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE)

A Program Development Model for Information Technologies Curriculum in Secondary Schools

A Content Analysis of Sports Summer Camp Curriculum for Elementary School Students by the Perspective of Multiple Intelligence Theory

Contact Info

Product

Resources

About