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1.
Summaries English This paper elucidates some of the conceptual, measurement and methodological problems associated with evaluating science curricula in terms of their impact upon students’ content‐free cognitive outcomes. In particular, a report is given of an investigation of the effects of incorporating ASEP (Australian Science Education Project) materials into the science programmes of a large sample of seventh‐grade students in Tasmania. In this investigation, the content‐free outcomes were assessed at the beginning and end of a school year by means of three measures of understanding of the nature of science and four measures of enquiry skills. It was found that a significant relationship emerged between the curriculum variables and one learning outcome, between sex and six learning outcomes, between socio‐economic status and one learning outcome, and between school type and all seven learning outcomes. All together, the curriculum shows a continuous influence on the general cognitive‐learning results in the scientific field, as far as they are not related to specific subject matter. 相似文献
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In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work. 相似文献
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二十一世纪以来,中国大陆和香港地区的基础教育正经历着新一轮课程改革。中国大陆传统的中小学技术教育得到与时俱进的变革;以培养学生技术素养为目标的技术课程成为高中新课程结构中的八大领域之一,形成技术教育课程形态的历史性突破。香港回归祖国之后,其中小学的技术教育也正面临着前所未有的机遇和挑战。随着我国基础教育课程改革事业的不断推进和深入发展,对两地基础技术教育发展的回顾和比较也就越发显得大有必要。这项比较研究可以为大陆和香港地区基础技术教育的改革与发展,提供互为参照与借鉴的启示、宝贵经验和建议。 相似文献
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Yew-Jin Lee Mijung Kim Hye-Gyoung Yoon 《International Journal of Science Education》2013,35(13):2193-2213
While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels. 相似文献
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Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed. 相似文献
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Ngai-Ying Wong Chi-Chung Lam XuHua Sun Anna Mei Yan Chan 《International Journal of Science and Mathematics Education》2009,7(2):363-382
The spiral bianshi curriculum, an improvement on bianshi teaching developed by Gu (2000) and in line with Marton’s theory of variation (Marton & Booth, 1997), was tried out in a primary school in Hong Kong. This improved theoretical framework for the spiral bianshi curriculum comprises
four types of bianshi problems—the inductive bianshi, the broadening bianshi, the deepening bianshi, and the applicative bianshi.
Based on this framework, the research team developed a set of teaching materials on the three topics of division of fraction,
speed, and volume. The materials were tried out in 21 Primary 6 classes (a total of 686 students) in a school. The effect
was compared with a reference group using standard textbook materials in Hong Kong. A series of instruments, pre-tests, and
post-tests were administered to gauge the effects on students’ performance in solving routine and non-routine problems, as
well as the affective outcomes including self-concept, attitude towards learning mathematics, approaches to learning, and
conceptions of mathematics. The intervention effects of the experimental design were examined by hierarchical regression analysis.
The research reveals that students using spiral bianshi teaching materials performed significantly better than their counterparts
using standard textbook materials. However, no significant differences were identified among affective learning outcome variables
despite the positive results on cognitive learning outcomes. The findings indicate that spiral bianshi curriculum has high
potential in enhancing students’ learning effectiveness. However, further studies are needed to map its strengths in detail. 相似文献
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Cheung Chi-Kim 《Pastoral Care in Education》1999,17(2):23-26
In Hong Kong the secondary school curriculum has long been criticized for its heavy emphasis on academic performance and examination-oriented approaches to subject learning. As a consequence, pupils in Hong Kong only possess knowledge and skills that could carry them through examinations. They lack qualities and dispositions as well as related skills and understandings which will help them to make sense of this complicated society. It is noted that time has come for a reflection of the secondary curriculum and this article argues for the introduction of Personal and Social Education in secondary schools in Hong Kong which can bring relevance, breath, and balance to the curriculum from three aspects – aims of education, change in society, and nature of work. 相似文献
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Professor Peter Fensham 《Research in Science Education》1994,24(1):76-82
Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory
years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as
part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix
of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense
and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula
are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia.
The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead
to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science
as they progress through the years of schooling.
Specializations: science curriculum, environmental education, equity in education 相似文献
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港澳台三地依托优势产业,会展业发展各具特色。三地会展专业的办学模式和课程体系值得内地高校学习与借鉴。全面梳理港澳台三地高校开设的会展专业,并从办学目标、依托学科和课程设置等方面进行比较分析,发现:港澳台地区会展专业课程体系注重多元化课程、实践教学环节和学科交叉,以培养国际化、复合型的现代会展人才为目标。这些经验对内地会展专业人才培养模式改革有启示作用。 相似文献
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课堂环境对香港学生自主学习的影响——兼论"教师中心"与"学生中心"之辨 总被引：3，自引：0，他引：3
近年来,两岸三地的课程改革均将自主学习作为一项重要目标,试图培养和巩固学生的自主学习动机与策略。西方学者的许多研究表明,倡导学生中心的课堂环境有助于促进学生自主学习能力的发展,而偏重教师中心的课堂环境则不利于学生的自主学习。本研究基于香港中小学生对课堂环境观感和自主学习动机与策略的两项调查,发现教师中心的课堂环境对香港学生的自主学习同样具有促进作用,并依此分析了华人文化情境中课堂环境及学生自主学习的特征。 相似文献
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Koon Lin Wong Chi Kin John Lee Kin Sang Jacqueline Chan Kerry John Kennedy 《Teacher Development》2019,23(2):155-173
Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy. 相似文献
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The present study investigates teachers’ perceptions of curriculum change targeting the expanded freedom teachers were given as curriculum developers in the implementation process of the 2006 school reform in Norway. The new curriculum marks a distinct shift, moving from a content-driven to a learning outcomes-driven curriculum. Policy makers expressed confidence in teachers’ professional autonomy: local curricula had to be designed in all subjects to meet the learning outcomes defined in the curriculum. This qualitative study uses focus group interviews and addresses teachers in primary and lower secondary school. Teachers do not see their expanded freedom as real freedom; their world is deeply contextualized and they see a gap between their experienced world and the intended world of the curriculum. What was communicated as extended freedom by policy makers is perceived as extended demands. In this initial phase the teachers place themselves in the position of respondents rather than being progressive change agents themselves. 相似文献
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Jason West 《Curriculum Journal》2017,28(3):389-402
Interdisciplinarity requires the collaboration of two or more disciplines to combine their expertise to jointly develop and deliver learning and teaching outcomes appropriate for a subject area. Curricula and assessment mapping are critical components to foster and enhance interdisciplinary learning environments. Emerging careers in data science and machine learning coupled with the necessary graduate outcomes mandate the need for a truly interdisciplinary pedagogical approach. The challenges for emerging academic disciplines such as data science and machine learning center on the need for multiple fields to coherently develop university-level curricula. Using text mining, we empirically analyze the breadth and depth of existing tertiary-level curricula to quantify patterns in curricula through the use of surface and deep cluster analysis. This approach helps educators validate the breadth and depth of a proposed curriculum relative to the broad evolution of data science as a discipline. 相似文献
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Don Passey 《Education and Information Technologies》2017,22(2):421-443
The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective. 相似文献
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为了更好地促进香港学生赴内地升读大学,为了让内地大学及时了解香港考生来内地升学的情况,以便更有针对性地回应他们的诉求,本文基于问卷与访谈的实地调查,以第一手资料梳理了当下港生来内地升读大学的动机、路径和基本诉求,分析内地高校对香港学生招生与就业政策的执行情况,探索在"一国两制"下内地高校对港招生工作的着力点及配套政策的跟进。 相似文献
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本文从学科划分、课程设置、培养目标以及毕业要求四个方面比较了香港与内地的教育学专业硕士研究生教育。香港高校在学科和专业设置上拥有较大的自主权,培养目标更具社会亲和力,课程设置以人为本、灵活性高,课程内容与要求上体现出对学生研究能力的关注。香港与内地的教育体系不同,应各取所长,相互借鉴。 相似文献
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Lisl Fenwick 《Curriculum Journal》2018,29(3):338-353
This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards-based reforms for schooling. Reformers of the senior-secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from low-SES and Indigenous backgrounds, by creating a curriculum that required year-10 students to reflect on their capacities. Reflection on learning in the literacy domain was a particular emphasis during the reforms. A constructionist epistemology and case-study methodology informed the approach taken in the study. Data collection and analysis involved accessing and analysing the intended curriculum, as well as the curriculum planning documentation designed by four teachers in one NT high school. The results indicate that learning opportunities to reflect on literacy capacities will not be created when the intended curriculum provides teachers, who are not literacy specialists, with little guidance about practices associated with metacognition and literacy. 相似文献
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Summaries English The present work is an attempt to contribute to the field of evaluation of the affective domain in socially‐oriented innovative science and technology curricula. The main concern of such curricula is the long‐term development of the student's personality in terms of decision‐making capability, attitudes, intellectual power, and social involvement. Since it appears that the realistic choice in the evaluation of such curricula is between ‘no measures’ (subjective judgements) and ‘imperfect proxies’, it is proposed to concentrate on finding adequate (and agreeable) measures to evaluate the long‐range intended (but also the unintended) effects of the programmes in hand, and only then to switch to evaluate the effectiveness of the curriculum in achieving these effects (i.e. the educational objectives) in the affective domain. Selected ideas with respect to the above are ‘translated’ here into manageable and applicable procedures within the science class, taking into consideration the ‘local realism of constraints’ within which every science teacher performs. The development of feasible methods for measurement of curricular outcomes in the affective and affective‐cognitive domains is a precondition for future summative evaluation of socio‐technologically oriented science and technology curricula. Contending with the moral and value‐judgement components of any future science curriculum is therefore the inescapable task ahead. 相似文献