Science topic
Curriculum - Science topic
Curriculum is a course of study offered by an educational institution.
Questions related to Curriculum
I need your opinion on my article. It would help me improve my research skills as a young researcher.
Title:
(PDF) Globalization and technology: shadow education and curricula as drivers of student proficiency in practical skills
Also, there are a few articles on my page as well. Thank you so much
Climate change is a big issue that has to be percolated to the student community
Bridging the gap between academia (school curriculum) and the service areas (hospitals)
The medical education curriculum has changed a lot of the years. The latest offshoot of these changes are the Competency Based or Outcome Based approach with a plethora of newer TLMs such as SGDs, ECE, IL and PBL strategies just to name a few.
However, are these tools in our arsenal sufficient enough to keep the next generation learners actively engaged and participated in the present medical education scenario? What are your experiences? How much more far we have to stretch, in case if the same is required?
(Gen Alpha is still in Schooling years, and has not yet reached a professional course.)
Which tools are used in curriculum mapping of e.g. certain competences (subject-specific or transferrable) across the curriculum to ensure coherence?
I'm interested primarily in tertiary education.
Tools can be common office applications (MS Office etc.) or specific purpose tools (curriculum mapping tools). I would also be interested to learn if any university developed their own curriculum mapping tool.
تعرف المنهاج التدريسي القائم عليه نظام تدريس تلاميذ المرحلة الابتدائية في الدول المتقدمة
Significance of Single National Curriculum provides strong basis for clarity of learning, in terms of knowledge, understanding, and applications of real-life situations in a better way.
توضيح أنسب المواد والمناهج التعليمية التي يطبق فيها التعليم الأخضر في مدارس التعليم الاساسي
No. The skills to design course modules are not taught in the classroom as theory. The skills to design a curriculum is not found in the theory of teaching and learning. I learned to design a course module while in teaching practice, especially training colleagues while teaching Project/Problem Based Teaching.
I would like to review and revise Research Curriculum to emphasize data appreciation and storytelling.
Relate the application of Critical Realism to pedagogical content knowledge of pre-service primary teachers under the competence-based curriculum
My philosophic quotation " EVERY PERSON INTENDS ALSO TO BE OTHER THAN SELF "
According to me, also ; " EVERY INSTITUTION INTENDS ALSO TO BE OTHER THAN ITSELF "
What are the challenges and opportunities of implementing metaverse technologies in higher education curriculum?
Please explain in the context of curriculum approaches
Information literacy in higher education integration with curricula engineering
Is the MATATAG curriculum of the Philippine Educational System a "globally competent" curriculum?
example of literature review about readiness of teachers in matatag curriculum?
A question about scientific methodology
How can digital technologies be practically integrated into educational curricula to enhance student engagement and learning outcomes, and what are the best practices for ensuring equitable access and effective use across diverse educational environments?
As OTs form parts of the school-based support team and the district based support team and required by the DOE we need to play our part. Is the current undergraduate curriculum preparing our students to be part of inclusive education when they qualify?
As we navigate through, Understanding the Curriculum, we embark on a journey that is both reflective and forward-looking. It is not just a segment of the advanced diploma in school leadership and management; it is a microcosm of the educational odyssey that each educator and learner experiences.
The curriculum is often perceived as a predetermined path laid out before us. Yet, as we delve deeper, we realize it is more akin to a river—constantly flowing, sometimes meandering, and always shaped by the landscape it traverses. The historical shifts in South Africa’s curriculum from a subject-oriented to an outcomes-based approach mirror our society’s transformation. It is a testament to our collective resolve to prioritize competencies that empower learners to succeed in a world that is perpetually evolving.
The Curriculum and Assessment Policy Statements (CAPS) framework, while prescriptive, is not a rigid set of rules but a canvas for innovation. It challenges us to infuse inclusive education and human rights into every lesson, ensuring that the values we hold dear are imparted alongside academic knowledge.
Leading schools in this era requires a deep understanding of the curriculum’s role in shaping not just learners’ minds but their futures. The instructional core—teachers’ knowledge, learners’ engagement, and challenging content—is the heartbeat of this process. As educators, we must ensure that this core is strong and responsive to the needs of all learners.
Yet, there is an unspoken curriculum that operates beneath the surface—the hidden curriculum. It is the lessons learned through observation, interaction, and the school’s culture. These lessons can be as impactful as the formal curriculum, if not more so.
Now, I turn to you, the future leaders in education, to reflect on these thoughts. How do you perceive the curriculum’s evolution? What are the lessons from the hidden curriculum in your experience? How will you shape the curriculum’s journey as you step into leadership roles?
I invite you to engage with these questions, to share your insights and to contribute to the dialogue. Your voice is crucial in this journey, for it is through our collective reflections that we can forge a path that truly reflects the aspirations of our learners and our society.
Call for Chapters:
Innovative Educational Frameworks for Future Skills and Competencies
Editors
Prof. Tahani Aldosemani, Prince Sattam bin Abdulaziz University, Saudi Arabia
Prof. Miltiadis Lytras, The American College of Greece, Greece
Call for Chapters
Proposals Submission Deadline: July 11, 2024
Full Chapters Due: September 12, 2024
Submission Date: September 12, 2024
Submission link: https://www.igi-global.com/publish/call-for-papers/call-details/7707
Introduction
In today's rapidly evolving world, the traditional paradigms of education face unprecedented challenges in adequately preparing individuals for the complexities of the future. The landscape of work and society is undergoing profound transformations driven by technological advancements, globalization, and socio-economic shifts, thereby necessitating a fresh perspective on the skills and competencies demanded by the workforce. It is within this dynamic context that the concept of "innovative educational frameworks for future skills and competencies" emerges as a pivotal area of exploration and development.
This book endeavors to delve into and showcase pioneering educational methodologies explicitly tailored to equip learners with the future skills and competencies indispensable for thriving in the 21st century and beyond. Recognizing that the mere transmission of information falls short, we advocate for an education system that fosters critical thinking, creativity, adaptability, collaboration, and above all, a lifelong learning mindset. These "future skills" are not only imperative for professional success but also for active citizenship and personal fulfillment amidst an increasingly intricate world.
Through an amalgamation of diverse perspectives and illuminative case studies, this book seeks to dissect how educators, policymakers, and stakeholders are reconceptualizing education to meet the future's demands. From immersive project-based learning and competency-driven education to innovative interdisciplinary approaches and the integration of cutting-edge technologies, each chapter will offer insights into promising strategies and frameworks poised to prepare learners for the challenges and opportunities of tomorrow.
Furthermore, this book underscores the significance of addressing equity, diversity, and inclusion within educational contexts. Ensuring universal access to high-quality education, irrespective of background or circumstance, is not only a moral imperative but also a cornerstone for nurturing a fairer and more prosperous society. Hence, contributors are encouraged to explore how innovative educational approaches can serve as catalysts for equity and empower learners from diverse backgrounds to excel in an ever-evolving world.
In essence, this book endeavors to be a timely and illuminating resource for educators, researchers, policymakers, and all stakeholders invested in the future of education. By scrutinizing innovative educational frameworks and their potential to cultivate future skills and competencies, our aspiration is to enrich the ongoing discourse and endeavors aimed at revolutionizing education for the betterment of individuals and society at large.
Objective
This book is dedicated to exploring innovative educational frameworks designed to equip learners with the future skills and competencies essential for success in a rapidly evolving world. With a specific focus on future-oriented skills such as critical thinking, creativity, problem-solving, adaptability, collaboration, and digital literacy, the book aims to accomplish the following:
- Identify emerging needs: By examining current trends and forecasts regarding the future of work and society, the book seeks to identify the emerging skills and competencies that will be most valuable in the years to come. Through empirical research and expert analysis, contributors will shed light on the skills gap between traditional education and the demands of the future, guiding educators and policymakers in adapting curricula accordingly.
- Highlight innovative approaches: By showcasing innovative educational frameworks and pedagogical approaches that are specifically designed to cultivate future skills and competencies. From project-based learning and inquiry-based instruction to design thinking and experiential learning, contributors will share examples of effective strategies for fostering the development of essential future skills in learners of all ages.
- Examine pedagogical practices: Through in-depth case studies and empirical research, the book will examine the efficacy of various pedagogical practices in promoting the acquisition and mastery of future skills and competencies. By evaluating the impact of different teaching methods, assessment strategies, and learning environments, contributors will provide insights into how educators can optimize the learning experience to better prepare learners for the challenges of tomorrow.
- Bridge research and practice: By bridging the gap between research and practice, the book aims to facilitate knowledge exchange and collaboration among researchers, educators, and other stakeholders. Through a synthesis of theoretical insights and practical implications, contributors will offer actionable recommendations for integrating future-oriented skills into educational settings, fostering a culture of continuous learning and innovation.
- Promote lifelong learning: By recognizing that the acquisition of future skills is an ongoing process, the book emphasizes the importance of lifelong learning and professional development. By providing resources, tools, and strategies for self-directed learning, the book aims to empower individuals to proactively develop and refine their future skills throughout their lives, ensuring their continued relevance and adaptability in a rapidly changing world.
Overall, this book seeks to serve as a comprehensive resource for educators, researchers, policymakers, and anyone interested in preparing learners for the challenges and opportunities of the future. By exploring innovative educational frameworks that prioritize the development of future skills and competencies, the book aims to contribute to the advancement of education and society in the 21st century and beyond.
Target Audience
This book is tailored to meet the needs and interests of a diverse range of stakeholders invested in the future of education. The primary target audience includes:
- Educators: Teachers, administrators, curriculum developers, and instructional designers seeking innovative approaches to teaching and learning. This book provides insights and practical strategies for integrating future skills and competencies into educational practice.
- Policymakers: Government officials, policymakers, and educational leaders responsible for shaping education policy and reform initiatives. The book offers evidence-based recommendations for policy development and implementation to ensure that educational systems are aligned with the demands of the future.
- Researchers: Scholars, researchers, and academics engaged in the study of education, pedagogy, and workforce development. The book presents current research findings, theoretical frameworks, and empirical studies that contribute to advancing knowledge in the field.
- Practitioners: Professionals working in non-traditional educational settings, such as corporate training programs, lifelong learning centers, and community-based organizations. The book offers practical insights and case studies that can inform the design and delivery of educational programs outside of formal schooling.
- Students: Learners of all ages who are interested in developing future skills and competencies to succeed in their academic pursuits, careers, and personal lives. The book provides resources and guidance for self-directed learning and professional development.
- Advocates for Equity and Inclusion: Individuals and organizations committed to promoting equity, diversity, and inclusion within education. The book explores how innovative educational frameworks can address systemic barriers and empower marginalized communities to thrive.
Overall, this book aims to appeal to a broad audience of stakeholders who are passionate about transforming education to better prepare learners for the challenges and opportunities of the future. Whether you are an educator seeking practical strategies, a policymaker shaping the future of education, a researcher contributing to the academic discourse, or a learner striving for personal and professional growth, this book offers valuable insights and resources to support your journey.
Recommended Topics
- Project-based learning: Strategies for implementing project-based learning to develop critical thinking, collaboration, and problem-solving skills.
- Competency-based education: Exploring competency-based approaches to education and their effectiveness in preparing learners for future challenges.
- Digital literacy and technology integration: Examining the role of digital literacy and technology integration in fostering future skills such as adaptability and innovation.
- Inquiry-based instruction: Discussing the benefits of inquiry-based instruction for promoting curiosity, creativity, and lifelong learning.
- Interdisciplinary learning: Investigating the advantages of interdisciplinary learning experiences in cultivating holistic skills and competencies.
- Experiential learning: Exploring the value of experiential learning opportunities, such as internships and service-learning projects, in developing real-world skills.
- Personalized learning pathways: Examining strategies for designing personalized learning pathways that cater to individual interests, strengths, and needs.
- Assessment for future skills: Discussing innovative assessment methods and tools for measuring future skills and competencies effectively.
- Teacher professional development: Exploring professional development opportunities and strategies to support educators in integrating future skills into their teaching practice.
- Equity and inclusion in education: Addressing issues of equity, diversity, and inclusion within educational frameworks and exploring ways to ensure equitable access to future-oriented learning experiences.
Submission Procedure
Researchers and practitioners are invited to submit on or before July 11, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by July 25, 2024 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by September 12, 2024, and all interested authors must consult the guidelines for manuscript submissions at IGI Global Submission Guidelines prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Innovative Educational Frameworks for Future Skills and Competencies. All manuscripts are accepted based on a double-anonymized peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit IGI Global. This publication is anticipated to be released in 2025.
Important Dates
- July 11, 2024: Proposal Submission Deadline
- July 25, 2024: Notification of Acceptance
- September 12, 2024: Full Chapter Submission
- October 17, 2024: Review Results Returned
- November 14, 2024: Final Acceptance Notification
- November 21, 2024: Final Chapter Submission
Inquiries
- Tahani Aldosemani at Prince Sattam bin Abdulaziz University: tahanialdosemani1@gmail.com
- Miltiadis Lytras, The American College of Greece: mlytras@acg.edu
Classifications
- Education
- Life Sciences
- Social Sciences and Humanities
Taking into account that each society incorporates into the curricula the necessary knowledge to teach depending on the social demands of each country.
Is curriculum co-creation implemented in your university of study or work? How ?
In Iran, there is informal co-creation of curriculum in higher education; But formally, no
What do we need to implement curriculum co-creation in higher education?
If anyone who is working in the higher education domain, please refer me a paper on "curriculum"
I have a background of experimental research on 2014 and an observational study thesis on 2018 as part of my curriculum.
We invite scholars to contribute to the ERATS July 2024 Special Issue focusing on ‘Religious Education in a Curriculum Restructuring Era.’ This issue aims to shed light on the evolving role of religious education amidst widespread educational reforms. We welcome diverse perspectives that address the challenges, opportunities, and innovative practices emerging in this field. To participate, please visit our call for papers here:
The effect of the special program in the arts (SPA) curriculum to the completers.
The ERATS July 2024 Special Issue is now inviting submissions under the theme ‘Religious Education in a Curriculum Restructuring Era.’ This issue aims to explore the dynamic interplay between religious education and contemporary curriculum changes. We encourage contributions that examine the challenges and opportunities presented by these reforms, as well as innovative pedagogical strategies and theoretical frameworks that can guide future developments in this field.
For more details and to submit your papers, please use the link:
With the introduction of free education in Zambia, there is an interest by learners to return/continue with education thereby increasing the numbers in classes. Using learner centered approaches are proving problematic as curriculum is not fully completed in readiness for national assessments as compared to teaching where teacher centered methodologies are employed.
- give few assumptions on the given topic
Introduction for compare and contrast the features of old and new curriculum in south africa
How can we change the university degree curriculum to reflect self-employment?
TVET graduates perceive the incorporation of technology into their educational programs. It delves into their attitudes towards technology and its role in their vocational training.
What are the best articles/reports on incels which I can use for my master's course? I am going to include incels in my curriculum and looking for reliable pieces. Thank you for your help.
How can you effectively promote sustainability in curriculum innovation?
Collating research work on revising the Curriculum Guide for Introduction to the Philosophy of the Human Person.
How can you prepare faculty to teach internationalized courses in HE curriculum?
How can you design a curriculum that incorporates hands-on learning?
I recently used ResearchGate's Conform Authorship for the first time. When I was checking the box, I found that the article published by Ian Westbry and I was not in the list. I would like to ask how I should deal with it. If your organization can handle it well, I will be very happy. Thank you. If you would like to reply, please send it to cs@tea.ntue.edu.tw Educational Evaluation and Policy Analys...
Vol. 18, No. 2, Summer, 1996
Structures of Curriculum Governance and...
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JOURNAL ARTICLE
Structures of Curriculum Governance and Classroom Practice in Mathematics
Ian Westbury, Chao-Sheng Hsu
Educational Evaluation and Policy Analysis, Vol. 18, No. 2 (Summer, 1996), pp. 123-139 (17 pages)
Wellbeing and School Curricula
Why isn't psychological well-being (PWB) a core component of secondary school curricula?
I'm very curious to hear input from educators and policy makers on the above issue. Or from anyone reading this.
Is it because:
1) Secondary school curricula are traditionally focused more on intellectual growth than emotional growth. Parents are regarded as the source of education on emotional growth.
2) Educators and policy makers are not aware of the increase in rates of depression among teenagers globally.
3) Educators and policy makers are not focused on student depression / anxiety as they don't think it affects academic performance.
4) A lack of data on the impact of student wellbeing on student performance, resulting in skepticism that changes in curricula may have an impact on student wellbeing.
5) A different reason?
I need to teach how to conduct research using internet or library sources, therefore I need to develop a successful curriculum for the proposed training on how to conduct research>
As there is globalisation and the digital revolution in every aspect of future learners who are so-called new millennium learners, how the Innovative Learning Environments fulfil the purpose. Also, there is a need to look into the well-being of the learners and how the pedagogy and curriculum can be designed for the community needs of every learner.
Is there a new approach to curriculum development, especially geography curriculum for high school?
How can learning strategies and educational curricula be adapted to better align with the dynamic needs of the contemporary job market, and is there a feasible model for integrating real-world job market experiences into the learning phase to enhance learners' preparedness?
More and more, teaching ETHICS has become an important part of the college curriculum, but teaching it has not always been easy or up to part with the generational changes in the student population. Questioning how to teach ETHICS has more and more become an issue that needs to be addressed. What is the method that you will use for teaching ETHICS to the new generation of college students in 2024?
Hello Dears
Is the implementation of spiral curriculum at the clinical field valuable concept-based or problem-based or value-based or experience-based or evidence-based?
How can the study curricula at universities be developed to be useful and far from traditional and keep up with the requirements?
This can be development holistically or in a specific area for children of any age.
From working in early years, I can identify music isn't very present in the curriculum and I think it should be! Just looking to gather some opinions from others :)
How does PISA influence the formulation of curriculum policies?
A few years ago I published an article on teaching Metrology and the journal is no longer available nor are its archives. If so, should I remove it from my CV?
Hello,
I am developing a training framework for cyber security. I proposed curriculum based on my observations and discussions. Now, I would like to verify its effectiveness using a scientific method. Your comments and recommendations would be much appreciated. Thank you in advance.
May I get some recommendations and Literature?
suppose if its possible then what will be the advantages / disadvantages of the common curriculum?
The research questions for the study are as follows:
- Does school exclusion facilitate criminal vulnerability?
- Are students who are excluded from school at higher risk of county lines involvement?
- How does school exclusion affect mental health, allowing criminal groups to take advantage of the individuals vulnerabilities?
- Are any ethnical or cultural minorities more at risk from exclusion?
- How effective are current strategies used for process integration of excluded pupils into provisional education?
- Are excluded students more susceptible to involvement in knife crime?
- How successful are existing strategies to help excluded students access the curriculum?
- Using qualitative research, are there opportunities for the adoption of more preventative strategies for limitation of excluded students' vulnerability in criminal involvement?
Any useful resources would be greatly appreciated.
Some literature/peer suggestions include:
** moving from teacher initiated questions to student initiated about problem solving
** focus on what teacher perceived as challenging areas in each curriculum region
** moving from conceptual instruction to more techinal terms and meaning of scientific terms
** focus on promoting sample exersices that fit to currculum & exam standards basic skills
What are the best ways for educators to leverage AI in the field of education? To create a more personalized, engaging, and efficient learning experience for all students.
What do you expect to develop historical curricula, which method is most effective?
Hello
I am a PhD student in elementary school curriculum studies, given the subject of my doctoral thesis, can I have your article
Thank you
The Patient-centered healthcare approach involves empowering patients to take an active role in their care and necessitates that healthcare professionals possess strong communication skills and effectively address patient needs. Additionally, the approach prioritize physical comfort and emotional well-being, as well as respect for patient and family preferences, values, cultural traditions, and socioeconomic conditions.What is the role of f patient-centered healthcare approach in developing medical education curriculum?
I am planning to conduct a qualitative study that basically aims to develop the Sustainable Development Goals (SDGs) Literacy Framework for the Agriculture Curriculum. The framework will explain the curriculum content and appropriate pedagogies use to embed the SDGs into the agriculture curriculum in Malaysia. Any suggestions on which type/approach should I follow to develop the framework? (phenomenology/ethnography/grounded theory/case study)?
What statistical tool should I use to determine if there is a significant relationship between curriculum enhancements and learning growth rate?
in the field of curriculum and instruction, teaching English language, Education
Does the current university curriculum align with education 5.0?
By answering this question، we want to do a research. Thank you.
Effective strategies for incorporating Emotional Intelligence (EI) training in life skills education include interactive games for young learners, real-life scenarios and reflective exercises for adolescents, workshops and extracurricular activities for older students, involving teachers, parents, and mental health professionals, and leveraging technology for enhanced accessibility.
Dear All,
I hope everything is fine at your end. I would like to invite you to participate in my research entitled "Scale Development of a Tool to Measure Gender-Responsive Teacher Education Curriculum (G-RTEC).
This project aims to create a scale that can effectively assess teacher education curricula in terms of their gender responsiveness. By developing this scale, we aim to contribute to the improvement of teacher education programs and promote gender equality in the field of education. The scale consists of only 36 items, along with an optional comment section, which will provide valuable insights into your perceptions and experiences, and other preliminary personal questions.
I hope you will take time to respond to my scale.
Sincerely,
RUEL T. BONGANCISO
Please see attached link herein.
كيف نضع مفردات ما بين 15 إلى 20 حول دروس مهمة ومفيدة لعلوم القرآن
Where can I find statistics on teachers limiting play based learning for more direct instruction in NK-3rd grade classroom due to perceptions on lack of knowledge for use of play based curriculum to drive instruction or other barriers like time, economics, accountability to standards, etc.?