Abstract:This research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Bas… Show more
“…Recent research has shown interesting similarities and differences between the Australian and the Finnish curricula. For example, similarities and differences related to equity and generic competences are debated in primary school level (see Hardy & Uljens, 2018), global citizenship and acceptance of diversity learning in foreign language learning in ECE (Garvis et al, 2018), and integration of learning and teaching delivery in the context of science learning in ECE (Havu-Nuutinen et al, 2022). Since comparative curriculum analysis regarding DC in ECE is rare, it is valuable to find out possible similarities and differences between the Australian and the Finnish ECE curricula texts.…”
Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.
“…Recent research has shown interesting similarities and differences between the Australian and the Finnish curricula. For example, similarities and differences related to equity and generic competences are debated in primary school level (see Hardy & Uljens, 2018), global citizenship and acceptance of diversity learning in foreign language learning in ECE (Garvis et al, 2018), and integration of learning and teaching delivery in the context of science learning in ECE (Havu-Nuutinen et al, 2022). Since comparative curriculum analysis regarding DC in ECE is rare, it is valuable to find out possible similarities and differences between the Australian and the Finnish ECE curricula texts.…”
Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theory-driven content analysis. The results indicated that in both countries theoretical basis of DC was present: objectives and content of DC referred to (1) technical skills and practices, (2) applying digital technologies, (3) evaluate digital technologies critically, and (4) motivation to participate in a digital culture. However, aims, content, and practical guidelines on the curricula were unclear. This study recommends that ECE curricula should better emphasis and make explicit the key elements of DC and how to holistically foster children’s DC in practice. Further studies to clarify the important elements of DC in ECE curricula frameworks is required.
“…A nível internacional a preconização do ensino das ciências para todos e desde os primeiros anos tem vindo a ser discutida desde o século XX com a finalidade de contribuir para o desenvolvimento da literacia científica de todos os cidadãos (Harlen & Qualter, 2018;International Science Council, 2021;OCDE, 2006). A educação em ciências desde os primeiros anos contribui para: a interpretação de fenómenos naturais decorrentes do quotidiano das crianças; a compreensão de fenómenos mais complexos em ciclos de ensino subsequentes; o despertar da curiosidade das crianças; e a promoção do gosto pelas ciências (Martins, 2020).…”
Este artigo apresenta os resultados de uma análise comparativa entre o currículo de ensino de ciências para os primeiros anos de escolaridade de Portugal e o de países cujos resultados de ciências dos estudantes em estudos internacionais se destacam (TIMSS e PISA). Foram selecionados para esta análise comparativa as orientações curriculares de Inglaterra, Estados Unidos da América, Austrália e Singapura. Recorreu-se à análise de conteúdo, com recurso ao software WebQDA, com o intuito de identificar e comparar os currículos a nível de: estrutura organizativa; aprendizagens esperadas (conhecimentos, capacidades, atitudes e valores); distribuição dos conteúdos definidos por área e tema ao longo dos quatro anos de escolaridade; orientações explícitas para o ensino das ciências. Em Portugal, a área das ciências, neste ciclo de ensino, integra-se na disciplina de Estudo do Meio que engloba as ciências físicas e naturais e ciências sociais, o que não se verifica na organização curricular dos outros currículos sob análise. Os resultados indiciam que o currículo português, por comparação com os outros currículos, apresenta uma menor incorporação de aprendizagens em ciências físicas e naturais, privilegiando conhecimentos em detrimento de capacidades e atitudes e valores e pouco evidencia orientações explícitas para o ensino das ciências.
“…Misalnya, saat mengeksplorasi dan berinteraksi dengan lingkungannya, anak-anak mengembangkan kompetensi penamaan fenomena dan menggunakan konsep yang berbeda, yang mempromosikan pengetahuan dan multiliterasi mereka. Anak belajar menggunakan konsep sains yang berhubungan dengan alam seperti latihan mengidentifikasi spesies tumbuhan (Havu-Nuutinen et al, 2022).…”
Sebagian besar anak di taman kanak-kanak ABA Desa Baru memiliki kemampuan sains yang belum sesuai dengan capaian perkembangan yang harus dimiliki oleh anak berdasarkan usianya. Tujuan penelitian ini ialah untuk mengetahui seberapa efektifkah metode eksperimen untuk mengembangkan kemampuan sains anak usia 5-6 tahun. Metode penelitian yang digunakan pada penelitian ini adalah kuantitatif yang termasuk dalam kategori quasi eksperiment yakni the nonrandomized control group pretest-posttest control group design yang menggunakan teknik pengumpulan data diantaranya observasi, wawancara, dan dokumentasi. Pada penelitian quasi eksperimental ini terdapat kelompok eksperimen dan kelompok kontrol yang dipilih menggunakan sampling jenuh dengan jumlah 30 anak. Adapun hasil penelitian ini menunjukkan bahwa perbedaan kemampuan sains anak dari post-test kelas eksperimen diperoleh nilai rata-ratanya 57,93 sedangkan untuk post-test kelas kontrol diperoleh rata-rata 53,70. Berdasarkan hasil tersebut diketahui bahwa metode eksperimen lebih efektif untuk meningkatkan kemampuan sains anak dibandingkan dengan pembelajaran kelas kontrol yang menerapkan pembelajaran konvensional. Menerapkan metode eksperimen ini memerlukan kesiapan guru untuk mengajarkan materi sains yang akan dikenalkan kepada anak mulai dari perencanaan, pelaksanaan, penilaian dan evaluasi kegiatan pembelajaran.
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