Der Prozeß der Transformation 1990–1993 in der sozialwissenschaftlichen Analyse

Hartwich, Hans-Hermann

doi:10.1007/978-3-322-91398-2_10

Cited by 2 publications

(1 citation statement)

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“…While there are several ways to reform the curriculum, according to Westbury et al (2016) the characteristic organizational framework for state‐based curriculum‐making is a curriculum commission (p. 734). Westbury et al (2016) refer to studies by Haller (1973), Haft et al (1986), and Hopmann (1988) that used the German example of state‐based curriculum‐making to emphasize that commission members were largely current and former teachers, who were almost randomly selected; these members muddled through an informally organized writing process that ended up creating draft documents, which became the basis for the new curricula and syllabi without extensive review or testing (pp. 736–737).…”

Section: Introductionmentioning

confidence: 99%

Physics curriculum in upper secondary schools: What leading physicists want

Žák

Kolář

2023

Science Education

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This paper explores the views of leading Czech physicists regarding a physics curriculum for upper secondary schools. This paper presents the first part of an effort to define starting points for a new physics curriculum in Czechia (subsequent phases would analyze the opinions of other scientists, education experts, and physics teachers regarding the physicists' ideas) and create a new physics textbook for upper secondary schools. The methodology was inspired especially by the objectivist grounded theory. We conducted in-depth interviews about the upper secondary physics curriculum with 29 leading Czech physicists and identified 56 ideas (categories) that they agreed on (according to the interview analysis). Subsequently, a questionnaire was created based on these 56 ideas. Two years later, the same group of physicists were asked to express their opinions on the ideas on a 7-point Likert scale. The new survey sought to clarify the relevance and permanence of the ideas, and the physicists' willingness to collaborate on constructing a physics curriculum for upper secondary schools. Four core categories-students, physics, context, and math-were identified through a comparison of the relevance of the ideas. Additionally, we compared the questionnaire answers of a physicist with their opinions during the interview and identified 43 ideas as permanent

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Section: Introductionmentioning

confidence: 99%