Integrating curriculum: a case study of teaching Global Education

Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

doi:10.1080/02619768.2018.1426565

Cited by 30 publications

(15 citation statements)

References 21 publications

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“…We chose science as a third curriculum area for two reasons. First, in previous research we found nothing identified in science, mathematics or digital technology curriculum documents on intercultural competence (Ferguson-Patrick et al, 2018). We therefore wanted to see whether other aspects of global citizenship were evident in at least one science, technology, engineering and mathematics (STEM) subject.…”

Section: Methodsmentioning

confidence: 98%

Educating for global citizenship: Australia as a case study

Reynolds¹,

Macqueen²,

Ferguson-Patrick³

2019

int j develop educ gobal learn

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Twenty-first-century teaching prepares students for a globalized existence. The long-established goal of schooling to prepare a responsible citizenry who strive for the benefit of the community must now be extended, assisting students to become global citizens, equipped to deal with global issues. This article investigates how civics and citizenship education is addressed in curricula; in particular, to what extent the ongoing issue of supporting a critical citizenry, locally and globally, is addressed. Using Australia as a case study, we present an analysis of selected Australian primary school (ages 5–12) curriculum documents to determine the extent of commitment to educating for global citizenship specifically. While intentions are good, work is needed to ensure that these are enacted within schools.

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Section: Methodsmentioning

confidence: 98%

Educating for global citizenship: Australia as a case study

Reynolds¹,

Macqueen²,

Ferguson-Patrick³

2019

int j develop educ gobal learn

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“…Ämnesövergripande kunskaper brukar idag ofta kopplas samman med så kallad twenty-first century learning (Ferguson-Patrick, Reynolds & Macqueen, 2018), som består av kunskaper som anses vara viktiga för att rusta elever och samhälle för framtiden. Blanck (2018) hävdar, i en beskrivning som har likheter med tankegångar från twenty-first century learning, att det i utbildning av idag finns en strävan "mot generiska eller övergripande kunskaper som ibland ligger bortom ämnena" (s. 51).…”

Section: Inledningunclassified

“…Ämnesövergripande undervisning kan se ut på många olika sätt och det finns inte någon utpräglad konsensus kring termer som används; i synnerhet är detta fallet ur ett internationellt perspektiv (Brough, 2012;Wall & Leckie, 2017;Ferguson-Patrick et al, 2018). Ämnesövergripande undervisning kan alltså variera till sin utformning, bland annat vad gäller relationer mellan ämnen (Svingby, 1986;Beane, 1997;Applebee et al, 2007;MacMath, Roberts, Wallace & Chi, 2010;Samuelsson, 2014).…”

Section: äMnesövergripande Undervisningunclassified

Ämnesövergripande undervisning i SO-ämnena i svensk grundskola - vad säger lärarna?

Olovsson

2020

ADNO

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Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge. Nyckelord: ämnesövergripande undervisning, SO-ämnen, synteskunskaper, bedömning, kunskapskrav Subject-integrated teaching in the social studies subjects in Swedish compulsory school – What do the teachers say? AbstractFor many years, at the state level, there has been an ambition for subject-integrated teaching in years 4–6 in Swedish compulsory school. However, with the introduction of the current national curriculum (Lgr 11), the individual social studies subjects (civics, geography, history and religious studies) became more prominent in the national syllabi. Lgr 11 also included a new grading system, now starting from year 6, with knowledge requirements for each social studies subject. However, Lgr 11 also stipulates that students should be given the opportunity to work subject-integrated. But there are indications that current teaching in social studies in years 4–6 at many schools, does not occur subject-integrated. The purpose of the study is to describe and analyse teachers’ views of opportunities and challenges regarding subject-integrated teaching in social studies in years 4–6. The study is based on interviews with six teachers. The results, analysed mainly in relation to Blanck (2014), Ross (2006a) and Carlgren (2016), show that the teachers state that the potential in subject-integrated teaching is that it can develop students’ understanding of the whole, based on the teachers’ descriptions of what is common for the social studies subjects. Challenges for subject-integrated teaching mainly concern assessment and grading, in relation to the knowledge requirements in each subject. The summative focus in Lgr 11 is also reflected in the teachers’ views, and also affects their teaching practice, primarily in such a way that the summative focus makes it difficult for students to develop the more complex knowledge that subject-integrated teaching can provide. Keywords: subject-integrated teaching, social studies subjects, synthesized knowledge, assessment, knowledge requirements

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“…This situation must be a serious concern because the teachers in elementary schools even have to deliver subjects in an integrated manner (thematic form). Supporters of integrated learning believed that schools can prepare their students to be citizens who are able to make decisions in a complex global world when they provide opportunities for their students to integrate and apply knowledge across subjects [16][17][18]. The purpose will only be achieved if teachers success blend the topics learned meaningfully.…”

Section: Explaining Phenomena Scientifically Using a Concept Mapmentioning

confidence: 99%

The Teachers' Scientific Competence Profile Based on Higher Order Thinking Skills (HOTS) Perspective

Agustiani¹,

Rustaman²,

Wulan³

2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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The scientific competence indicators used by OECD in PISA year 2015 are (1) describe phenomena scientifically, (2) design and evaluate scientific inquiry, and (3) interpreting data and evidence scientifically. Those indicators are compatible with HOTS perspectives as they need the three highest cognitive process dimension namely analyze, evaluate and create. To fostering students' scientific competency in science learning, teachers must be mastering it first. This study aims to get the teachers' scientific competence's profile based on OECD indicators in HOTS' perspective. From written test done by teachers, it was found that capability in performing those three scientific competence indicators are still in less qualified.

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Integrating curriculum: a case study of teaching Global Education

Cited by 30 publications

References 21 publications

Educating for global citizenship: Australia as a case study

Educating for global citizenship: Australia as a case study

Ämnesövergripande undervisning i SO-ämnena i svensk grundskola - vad säger lärarna?

The Teachers' Scientific Competence Profile Based on Higher Order Thinking Skills (HOTS) Perspective

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