Organization of contents in intended junior secondary science curriculum of Bangladesh: An explorative study

Bain, Kalyani; Siddique, Mohammad Nure Alam

doi:10.33828/sei.v28.i2.9

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…A checklist for principle of sequencing contents and four key questions for spiral sequencing have been used during the document analysis. All these tools were developed by the same author along with her coauthor for an earlier study [27] which explored the organization of contents in the junior secondary science curriculum of Bangladesh. The mentioned tools are explained below:…”

Section: Collection and Analysis Of Datamentioning

confidence: 99%

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Bain

2023

AJESS

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This study aimed to explore the sequence of contents in the Primary science curriculum of Bangladesh at the intended level. The current Primary curriculum has been in implementation throughout Bangladesh since 2013 where all the students study ‘Science’ as a unified and compulsory subject at Primary level which consists of grade One to Five. There is no textbook of science for grade One and Two while National Curriculum and Textbook Board (NCTB) has developed teacher-manual for these grades. Science textbooks for grade Three, Four and Five have been developed and distributed by NCTB. The research questions of this study focus on how science contents are sequenced within a chapter of a specific grade and how science contents are sequenced vertically from one grade to another in the curriculum as well as in the textbooks. For conducting this study, qualitative research approach has been followed. Document analysis of the curriculum and textbooks has been done by adapting selected frameworks. A checklist which is based on the works of Print [9] has been used for exploring the principle of sequencing contents while a framework based on Bruner [21], Harden [17] and Johnston [18] has been used for exploring spiral-sequencing. This study finds that the intended Primary science curriculum and textbook is not fully well-organized in terms of sequencing. For sequencing content within a chapter, no principle is followed in most cases while ‘Simple to Complex’ principle has been followed in some cases. For sequencing contents vertically from one grade to another, ‘Simple to Complex’ has been followed or partially followed in most cases whereas no principle is followed in the rest. ‘Spiral sequencing’ is either partially followed or not followed in the curriculum and textbooks. As literatures emphasize on well-sequenced curriculum and textbook for ensuring successful and effective learning, this study recommends that curriculum developers as well as textbook authors may make efforts to make the science contents well-organized in the curriculum and textbooks by following the principles of sequencing.

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Section: Collection and Analysis Of Datamentioning

confidence: 99%

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Bain

2023

AJESS

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Interactive E-Module of Integrated Science with Connected Type as Learning Supplement on Energy Topic

Linda

Masud

Zulfarina

et al. 2021

J. Phys.: Conf. Ser.

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Development of an interactive e-module of integrated science with the Connected type on energy topic for Junior High School (SMP) aims to develop an interactive e-module of integrated science that includes biology, physics, and chemistry concepts an interrelate unity in energy topics. That expected to strengthen the student concept knowledge. The Research and Development (R & D) design with the Plomp model was employed. Collection data procedures used validation sheets and user responses questionnaires by the validator team, teachers, and students. Assessments involved material substance, learning design, display (visual communication), and software utilization. Data analysis results showed the validation percentage from the material and media experts are 94.99% and 96.96%, with very valid criteria. Through the teacher's responses, obtain 95.00% (very good practicality criteria). The 92.45% on the one and one test and 92.71% on the small group test, both on very interesting criteria from students. Its means, the interactive e-module has been valid and suitable for use in the learning process.

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Digital Literacy in the Service of Science and Scientific Knowledge

Dašić,

Ilievska Kostadinović,

Vlajković

et al. 2024

IJCRSEE

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The subject of this paper is the interdependence of communication and digital literacy, as original entities, and especially digital communication and science and scientific knowledge. In the present day, digital literacy is a necessary ability for scientific professionals. The concept of digital literacy is increasingly prevalent in the 21st century. Scientific research requires the capacity to efficiently use digital tools, platforms, and databases as technology continues to improve at an unparalleled rate. The capacity to get and assess data from a variety of online sources is a crucial component of digital literacy for scientific professionals. In order to encourage cooperation and creativity across scientific groups, digital literacy is vital. Moreover, scientific professionals that possess digital literacy are better equipped to disseminate their research findings to a larger audience. The essence is that the higher the level of digital literacy, the easier it is to find suitable and therefore the best forms of communication.

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Organization of contents in intended junior secondary science curriculum of Bangladesh: An explorative study

Cited by 3 publications

References 3 publications

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Exploring the Sequence of Science Contents in the Intended Primary Curriculum of Bangladesh

Interactive E-Module of Integrated Science with Connected Type as Learning Supplement on Energy Topic

Digital Literacy in the Service of Science and Scientific Knowledge

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