Implementation of integrated science curriculum: a critical review of the literature

Winarno, Nanang; Rusdiana, Dadi; Riandi,; Susilowati, Eko; Afifah, Ratih Mega Ayu

doi:10.17478/jegys.675722

Cited by 18 publications

(14 citation statements)

References 43 publications

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“…Currently, the implementation of learning science still experiences several obstacles, such as students' assumption that implies science subjects are difficult, uninteresting, and abstract (Winarno, Rusdiana, Riandi, Susilowati, & Afifah, 2020). Guzey, Harwell, Moreno, Peralta, and Moore (2016) also explained that most science teachers lack information regarding the usage of EDP in learning science.…”

Section: Problem Of Studymentioning

confidence: 99%

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Winarno¹

2020

Journal for the Education of Gifted Young Scientists

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Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through projectoriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

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Section: Problem Of Studymentioning

confidence: 99%

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Winarno¹

2020

Journal for the Education of Gifted Young Scientists

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“…Likewise, Winarno et al (2020) conducted a qualitative research design with the purpose of reviewing 36 empirical research articles on integrated science published from 1996 to 2019 and discovered that integrated science (the integration of several disciplines which include Biology, Chemistry, Physics, Earth Science, Ecology, Astronomy, and Microbiology) had been implemented in various countries of which the UK was the first to adopt it, followed by the US and Canada. They mentioned that the implementation of integrated science learning is effective for improving students’ skills.…”

Section: Discussion/conclusionmentioning

confidence: 99%

The Integration of 21st-Century Skills in Science: A Case Study of Canada and the USA

Amadi

2021

Education and Urban Society

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This comparative study examines the extent to which the 21st-century skills are integrated into the 4th and 8th-grade public school science curriculum in Canada in relation to that of the United States of America (USA) by analyzing the 4th and 8th grade Common Framework of Science Learning Outcomes of Canada and the 4th and 8th grade Next Generation Science Standards (NGSS) of the United States in relation to the 21st-century skills as listed by the Applied Educational System (AES). The results predicted a huge economic decline of the United States in the nearest future in contrast to that of Canada if an intervention is not instituted.

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“…Over the years, these disciplines have shaped the way science is taught in universities and schools, resulting in teachers who are trained, certified, and experienced in a particular discipline. In recent decades, the integrated science curriculum has been introduced in lower grades and taught by teachers with diverse backgrounds, posing a dilemma regarding teacher competence and appropriate training for teaching this curriculum (Winarno et al, 2020).…”

Section: The Challenge Of the Encounter Of Oof And If Teachers: Diffe...mentioning

confidence: 99%

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

2023

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Out‐of‐field teaching is a global educational challenge. In particular, many teachers whose academic background and main teaching experience is in biology are called to teach middle school physics and have limited opportunities for productive professional development. Based on previous studies, we expect these teachers to hold different epistemic cognitions from the in‐field teachers. The present study builds on this epistemic diversity and offers dialogic argumentation as a means to promote mutual learning among physics teachers from different disciplinary backgrounds. We describe guidelines for designing interdisciplinary dialogic argumentation activities that aim to encourage teachers to express their disciplinary perspectives in the context of inquiry‐based physics and to facilitate a deliberative discourse among them. We demonstrate in a case study the ways in which the discourse of a group of in‐field and out‐of‐field teachers unfolds under the proposed design guidelines. Using the Actor‐Network methodology and an analysis of power relations, we uncover a complex interplay between the social and the epistemic in the discourse: when interactions become more dialogic and power relations more equalized, the out‐of‐field teachers take an active role in the discussion, foregrounding their epistemic practices and enhancing the epistemic practices of the group, including the in‐field teacher.

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Implementation of integrated science curriculum: a critical review of the literature

Cited by 18 publications

References 43 publications

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

The Integration of 21st-Century Skills in Science: A Case Study of Canada and the USA

Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers

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