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Journal articles on the topic 'Curriculum Concept Mapping'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Dr., David Augustine Bull. "Impact of Curriculum Concept Mapping as an Instructional Tool on Students' Perceived Academic Performance." International Journal of Interdisciplinary Research and Innovations 13, no. 1 (2025): 1–14. https://doi.org/10.5281/zenodo.14676809.

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<strong>Abstract</strong><strong>:</strong> This study investigates the impact of curriculum concept mapping on students' perceived academic performance, course material retention, overall perception of curriculum mapping, and self-efficacy and motivation in higher education. Curriculum concept mapping, a structured visual tool for representing and organizing course content, aims to enhance comprehension, retention, and engagement. Despite its increasing adoption, limited research explores its influence on these interconnected variables and their role in fostering academic success. The study e

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Eaton, Paul William, and Petra Munro Hendry. "Mapping Curricular Assemblages." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–32. http://dx.doi.org/10.1177/016146811912101101.

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Background/Context This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhiz

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Henson, Brea. "Using Curriculum Mapping to Understand Information Literacy in Political Science Curricula." portal: Libraries and the Academy 23, no. 4 (2023): 717–44. http://dx.doi.org/10.1353/pla.2023.a908699.

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abstract: This study presents curriculum mapping of noncore course offerings in political science curricula by an early-career librarian. It combines syllabi study and curriculum mapping methods to analyze the language of student learning objectives (SLOs) from course syllabi and to integrate SLOs with threshold concepts from the ACRL Framework for Information Literacy for Higher Education and the AAC&U Information Literacy VALUE Rubric. The methods produce two sample sets: one of core concept representation and the other of additional observances for syllabi improvements. Results analyze

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Zhou, Yining. "A Concept Tree of Accounting Theory: (Re)Design for the Curriculum Development." Education Sciences 9, no. 2 (2019): 111. http://dx.doi.org/10.3390/educsci9020111.

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This study contributes to both accounting and concept mapping literature through the depiction of a concept tree based on the Accounting Theory curriculum, which has undergone recent and rapid expansion of its knowledge and has hence outgrown the previous limited mapping work. This tree-shaped concept map not only accounts for a particular mapping approach little studied and scarcely exemplified in literature, but also signifies a creative model that graphically interprets the sophisticated system of accounting theories and concepts as well as their complex interrelationships. In teaching prac

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A McDaniel, Elizabeth, Brenda Roth, and Michael Miller. "Concept Mapping as a Tool for Curriculum Quality." Issues in Informing Science and Information Technology 2 (2005): 505–13. http://dx.doi.org/10.28945/847.

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Noble, Christy, Mia O'Brien, Ian Coombes, P. Nicholas Shaw, and Lisa Nissen. "Concept Mapping to Evaluate an Undergraduate Pharmacy Curriculum." American Journal of Pharmaceutical Education 75, no. 3 (2011): 55. http://dx.doi.org/10.5688/ajpe75355.

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Kim, Mijin. "A study on exploring barrier factors to implementation of the 2019 National Nuri-Curriculum as perceived by early childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (2023): 169–86. http://dx.doi.org/10.22251/jlcci.2023.23.20.169.

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Objectives The purpose of this study was to understand the concepts and structures that early childhood teach-ers, who are directly implementing the 2019 national Nuri-curriculum, perceive as barriers to the implementation of the curriculum. Methods For this purpose, data were collected and analyzed from 20 early childhood teachers according to Kane and Trochim(2007) 's six steps of concept mapping study: preparing for concept mapping, generation the ideas, structuring the statement, concept mapping analysis, interpreting, and utilization. Results A total of 40 statements were deri

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Brondfield, Sam, Allen Seol, Katherine Hyland, Arianne Teherani, and Gerald Hsu. "Integrating concept maps into a medical student oncology curriculum." Journal of Clinical Oncology 37, no. 15_suppl (2019): 10506. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10506.

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10506 Background: Proliferating knowledge domains have prompted medical schools to reconsider how best to facilitate multidisciplinary learning. Concept maps promote knowledge retention and integration; however, the feasibility and utility of integrating concept maps into a medical student oncology curriculum as a learning and assessment tool have not previously been described. Methods: In 2015-2016, all 152 second-year University of California, San Francisco (UCSF) medical students in a hematology/oncology course produced a concept map about a single cancer type over four weeks. Two of three

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Kassab, Salah Eldin, and Shereen Hussain. "Concept mapping assessment in a problem-based medical curriculum." Medical Teacher 32, no. 11 (2010): 926–31. http://dx.doi.org/10.3109/0142159x.2010.497824.

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McCash, Phil. "Using concept mapping to develop a curriculum for career studies." Journal of the National Institute for Career Education and Counselling 23, no. 1 (2010): 25–33. http://dx.doi.org/10.20856/jnicec.2308.

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My goal in this paper is to offer a simple example of a career studies curriculum developed using the technique of concept mapping. In doing this, my intention is to help others construct their own courses, and so I would like to state quite clearly that what follows is simply an example of what a career studies curriculum might look like, it is not intended as a model or set of instructions. It is desirable, and in my view, essential, that course designers design their own courses and learning outcomes for their own contexts. I will make some preliminary remarks about concept mapping, explain

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Toral, S. L., M. R. Martínez-Torres, F. Barrero, S. Gallardo, and M. J. Durán. "An electronic engineering curriculum design based on concept-mapping techniques." International Journal of Technology and Design Education 17, no. 3 (2007): 341–56. http://dx.doi.org/10.1007/s10798-007-9042-4.

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Hassan, A. &. Clement C. O. "Impact of Concept-Mapping Instructional Strategy on Performance in Economics Concept Among Secondary School Students in Katsina State, Nigeria." Zamfara International Journal of Education 5, no. 1 (2025): 188–95. https://doi.org/10.5281/zenodo.15305490.

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This study investigated the impact of Concept-Mapping Instructional Strategy on Performance in Economics Concept among Secondary School Students in Katsina State, Nigeria. The study was guided by two research questions and research hypotheses. The study adopted a quasi-experimental research design. The population of the study consists of a total number of 17,057 SSII students offering economics in all the twenty-two senior secondary schools in Katsina Zonal Education Quality Assurance, during the 2024/2025 academic session in Katsina State. Purposive sampling technique was employed in this stu

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Burrows, Nikita L., and Suazette Reid Mooring. "Using concept mapping to uncover students' knowledge structures of chemical bonding concepts." Chemistry Education Research and Practice 16, no. 1 (2015): 53–66. http://dx.doi.org/10.1039/c4rp00180j.

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General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this

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Sien, Ven Yu. "Integrating Concept Mapping Techniques into Object-Oriented Analysis and Design Curriculum." International Journal of Learning: Annual Review 17, no. 2 (2010): 109–24. http://dx.doi.org/10.18848/1447-9494/cgp/v17i02/46855.

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Aguiar, Joana G., Alfred E. Thumser, Sarah G. Bailey, et al. "Scaffolding a collaborative process through concept mapping: a case study on faculty development." PSU Research Review 3, no. 2 (2019): 85–100. http://dx.doi.org/10.1108/prr-10-2018-0030.

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Purpose Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment. Design/methodology/approach Participants were a group of five colleagues within a Bioche

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Ling, Ng Kai, Syakirah Samsudin, Muhamad Ikhwan Mat Saad, et al. "Development of Malaysian Science Standard Document for Teaching Year Four Student according to Neoteric Approach Curriculum: A Concept Paper." Journal of Education and Practice 8, no. 2 (2024): 28–50. http://dx.doi.org/10.47941/jep.1801.

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Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art. Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Healt

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Alom, Md Mujahid, and Dr. Vijaykumar R. "Innovative Practices for Inclusive Education: A Concept Mapping." International Journal of Advance and Applied Research 4, no. 43 (2023): 76–79. https://doi.org/10.5281/zenodo.10553837.

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Abstract: The New Education Policy (NEP) 2020 was introduced with a vision of transforming Indian education.  Before NEP 2020, the education system was governed by the National Policy on Education (NPE) 1986 and the Right to Education Act 2009, both of which emphasized integrating the physically and mentally challenged child with the general child. Innovative practices in the classroom focus on pedagogy, technology, policy, and administration. Teacher-led innovative techniques to create diversity that helps inclusive education.  Inclusive practices include curriculum, teacher, l

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Daley, Barbara J., Sarah Black Beman, Sarah Morgan, Linda Kennedy, and Mandy Sheriff. "Concept Maps: A Tool to Prepare for High Fidelity Simulation in Nursing." Journal of the Scholarship of Teaching and Learning 17, no. 4 (2017): 17–30. http://dx.doi.org/10.14434/josotl.v17i4.21668.

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In this study, the use of concept mapping as a method to prepare for high fidelity simulated learning experiences was investigated. Fourth year baccalaureate nursing students were taught how to use concept maps as a way to prepare for high fidelity simulated nursing experiences. Students prepared concept maps for two simulated experiences including; 1. caring for patients with diabetes, and, 2. caring for patients with heart failure. Simulated learning experiences were video recorded and debriefing sessions were audio recorded. Following the simulation, three data analysis strategies were empl

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Dyjur, Patricia, Rachel Braun, Kevin Saito, and Erin Kaipanen. "Capturing Experiential Learning in a Program by Curriculum Mapping." Papers on Postsecondary Learning and Teaching 4 (February 24, 2020): 101–9. http://dx.doi.org/10.55016/ojs/pplt.v4y2020.68645.

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Like many higher education institutions, amplifying experiential learning (EL) is a priority for the University of Calgary. In order to capture the extent and complexity of EL that exists in an institution, it is crucial to have a common understanding of the concept. In 2018, the University of Calgary created the EL Working Group, tasked with creating a definition of EL and framework unique to our institutional context. One way to capture EL across a program of study is through curriculum mapping. By identifying where EL already exists, a group can determine current strengths as well as how to

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Adeel, Barirah, and Bushra Ahmed Khurram. "Concept Mapping as a Tool to Scaffold Summary Writing." Academy of Education and Social Sciences Review 4, no. 2 (2024): 214–22. http://dx.doi.org/10.48112/aessr.v4i2.782.

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Second language learners generally struggle with comprehending and identifying main ideas while reading academic texts. Moreover, students are expected to write summaries of texts as a part of their curriculum to facilitate their reading comprehension. Whereas summary writing can be considered a sound post-reading strategy that facilitates comprehension, it is a skill that needs to be mastered. The present action research introduces concept mapping, a fundamental cognitive learning strategy, to facilitate tertiary-level students' reading comprehension and summary writing skills. The sample con

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Deplano, Rossana. "Using Concept Maps in Law Schools to Foster Meaningful Learning: Evidence from a Pilot Study." Journal of Learning and Teaching in Higher Education 1, no. 2 (2018): 125–36. http://dx.doi.org/10.29311/jlthe.v1i2.2748.

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Despite its many applications in various higher education settings, concept mapping is not used for teaching predominantly theoretical subjects like Law. Given the peculiarities of learning legal subjects, this article discusses the benefits of using concept maps as a core component of an undergraduate curriculum in Law. Specifically, it presents evidence from a pilot study aimed at assessing the impact of concept mapping as a tool for enhancing deep learning on students enrolled on the compulsory Constitutional and Administrative Law module. An argument is made that utilising concept maps as

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Putro, Bagus Cahyono, Avi Kusuma Fatkhur, Alfredo Adam Gustavian, M. Ilham Akbar Santosa, and M. A. Ma’ruf Alkatsiri. "DESIGNING A CURRICULUM IN PHYSICAL EDUCATION LEARNING." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 4, no. 3 (2024): 10. https://doi.org/10.17977/um065.v4.i3.2024.10.

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This writing aims to explain curriculum design, especially physical education, which bases the design on several important things. Designing a curriculum needs to pay attention to physical education schemes, competencies, learning approaches, standards, comparisons with the application of foreign curricula. The method used in this writing is conceptual descriptive writing. The writing stages include: 1) Determining the theme and topic, 2) Compiling the literature review, 3) Ensuring novelty, 4) Mapping the concept, 5) Developing a statement, 6) Checking the problem formulation, 6) Developing t

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Ta, Na, Abu Bakar Razali, and Fazilah Razali. "Exploring the Effects of Concept Mapping on Undergraduate Students’ EFL Reading Comprehension in China." World Journal of English Language 13, no. 7 (2023): 89. http://dx.doi.org/10.5430/wjel.v13n7p89.

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Reading is a fundamental life-long learning tool to achieve personal and professional success, and it has been attached with great importance in China. However, despite the significance of reading comprehension, EFL undergraduate students in China face challenges when reading in English language. It is essential for both teachers and researchers to explore effective teaching techniques to teach reading. In this regard, concept mapping can serve as a specific form of teaching and learning technique for reading instruction. The present study employed a quasi-experiment to investigate the effects

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Gill, Marie E., Lin Zhan, Judith Rosenberg, and Leigh Ann Breckenridge. "Adverse Childhood Experiences: Concept Mapping in the Bachelor of Science in Nursing Curriculum." Journal of Nursing Education 58, no. 4 (2019): 193–200. http://dx.doi.org/10.3928/01484834-20190321-02.

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Kim, Mi-Jin, Byung-Man Kim, and Hye-Young Jung. "Exploring Early Childhood Teachers’ Experience of Curriculum Assessment Through the Concept Mapping Method." Journal of Korea Open Association for Early Childhood Education 28, no. 1 (2023): 61–92. http://dx.doi.org/10.20437/koaece28-1-03.

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Bizimana, Emmanuel, and Aimable Sibomana. "Concept mapping and students’ attitudes towards biology: Analysis of school location differences and attitude toward concept maps." American Journal of Creative Education 7, no. 1 (2024): 25–48. http://dx.doi.org/10.55284/ajce.v7i1.1181.

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Many secondary school students, especially those in rural settings do not view favorably biology subject. The predominant use of the teacher-centered approach is mostly cited as the determinant. This study, therefore, investigated the effect of Concept Mapping (CM) mapping on students’ attitudes based on school location and how students experienced the CM. The study used a quasi-experimental research with a pre-test and post-test control group design. The research sample consisted of 305 students from lower secondary schools. Data were collected using Biology Attitude and Attitude toward Conce

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Sunil, Kumar Pandey, and Kumar Tyagi Harish. "The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges." Indian Journal of Science and Technology 13, no. 37 (2020): 3944–49. https://doi.org/10.17485/IJST/v13i37.1535.

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Abstract <strong>Aims:</strong> To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. <strong>Method:</strong> In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was se

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YADAV, PUSHPENDRA. "USE OF CONCEPT MAPPING AS A PEDAGOGICAL TOOL TO FOSTER MEANINGFUL LEARNING IN MATHEMATICS AT THE MIDDLE EDUCATION STAGE." Education@ETMA 3, no. 1 (2023): 36–52. https://doi.org/10.5281/zenodo.13208371.

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As we know concept mapping is a cognitive tool that can present information to students in a visual form in a very effective and systematic manner. Meaningful learning is a process through which students can connect new information to old information in a meaningful way (Ausubel, 1967). Through concept mapping, when students see the content in different types of boxes and connect new information to old information through nodes, linking lines, cross-links, symbols, pictures, etc. it leads them to meaningful learning. When students learn new concepts through signs, symbols, pictures, etc. throu

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Haldar, Sourish, Amit Majumder, Shyam Sundar Santra, Bishwarup Neogi, and Partha Sarkar. "Industry Linked Curriculum Enrichment System Towards the Improvement of Employability." Journal of Engineering Education Transformations 35, S2 (2023): 97–104. http://dx.doi.org/10.16920/jeet/2022/v35is3/22145.

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Abstract: Enrichment of curriculum is most significant aspect for any academic program. It is essential to design curriculum on the basis of requirement towards particular aim of study. In this article the concept of curriculum enrichment targeted towards engineering study is elaborated. A computational systemic approach is designed which is capable of calculating the amount of curriculum/syllabus modification for any program. The amount of regulation wise curriculum/syllabus modification obtained in percentage manner. Mainly, the application study is depicted on engineering case applying the

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Kassab, Salah E., Mariam Fida, Ahmed Radwan, Adla B. Hassan, Marwan Abu-Hijleh, and Brian P. O'Connor. "Generalisability theory analyses of concept mapping assessment scores in a problem-based medical curriculum." Medical Education 50, no. 7 (2016): 730–37. http://dx.doi.org/10.1111/medu.13054.

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Marìn, Sergio L. Toral, Rocìo Martìneztorres, Federico J. Barrero Garcìa, Sergio Gallardo Vázquez, Enrique Vargas, and Vicente González Ayala. "Planning a Master’s Level Curriculum According to Career Space Recommendations Using Concept Mapping Techniques." International Journal of Technology and Design Education 16, no. 3 (2006): 237–52. http://dx.doi.org/10.1007/s10798-005-4530-x.

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Záhorec, Ján, Alena Hašková, and Roman Hrmo. "Concept Mapping in Teaching Mathematics in Slovakia: Pedagogical Experiment Results." Mathematics 10, no. 12 (2022): 1965. http://dx.doi.org/10.3390/math10121965.

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The paper deals with the application of concept mapping in teaching mathematics at the primary level of education (ISCED 1), as well as the experimental verification of its qualitative contribution to the process of education. The authors present results obtained in a sample survey aimed at monitoring possibilities of influencing pupils’ relationship to teaching and mastery of mathematics using digital concept maps within the process of pedagogical intervention. The authors tested the degree to which digital concept maps influence changes in the pupils’ opinions and attitudes to mathematics (s

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Xu, Shen, Xu Wang, and Lifeng Ma. "A brief analysis of introducing curriculum ideological and political elements into "Mapping Practice of Auto Parts"." International Journal for Innovation Education and Research 11, no. 1 (2023): 1–7. http://dx.doi.org/10.31686/ijier.vol11.iss1.4041.

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The article focuses on the new requirements of integrating curriculum ideological and political elements into the professional practice course of "Automotive Parts Mapping Practice", proposes feasible curriculum ideological and political elements, establishes the course teaching concept of ideological and political element integration, and discusses the new teaching mode different from the traditional practice course, striving to integrate professional knowledge education, ideological and political education, and students' practical ability training. The course aims to integrate professional k

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Taib, Eva Nauli. "Respon Siswa Terhadap Perangkat Concept Mapping Assesment (CMA) Bervisi Sets." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 1, no. 1 (2015): 55. http://dx.doi.org/10.22373/biotik.v1i1.213.

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Kurikulum KTSP yang digunakan di dunia pendidikan Indonesia menempatkan komponen penilaian pada posisi penting. Hal ini karena komponen penilaian diyakini memberikan dampak nyata bagi keberhasilan pembelajaran kompetensi kepada siswa yang dapat dilihat dari kemampuan siswa memahami konsep. Untuk mengukur pemahaman konsep siswa maka digunakanlah Concept Mapping Assessment (CMA) bervisi SETS. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk mengetahui respon siswa terhadap perangkat CMA bervisi SETS. Hasil penelitian menunjukkan bahwa siswa memberi tanggapan yang baik terhadap penggun

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Šindelková, Monika, and Irena Plucková. "The most Common Primary School Pupils' Misconceptions Based on the Concept of Protection in the Chemical Context." International Letters of Social and Humanistic Sciences 65 (December 2015): 130–37. http://dx.doi.org/10.18052/www.scipress.com/ilshs.65.130.

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Each pupil brings from his/her everyday life a lot of personal experiences and ideas. These ideas about various concepts and topics can sometimes be mistaken or completely wrong. A complex term misconception is used for a summary of these mistaken ideas. Misconception is seen as a wrong notion, wrong idea. It occurs in the context of the pupil's mistaken notions and mistaken conception of the curriculum or one of the forms of pupils' conception of the curriculum. In the course of teaching, pupils are affected not only by teachers, but also by pupil's ideas and experiences that pupils bring fro

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Ab Latif, Rusnani. "THE STUDENTS’ PERCEPTION TOWARDS USING CONCEPT MAPPING AS A LEARNING TOOL." Volume 2 Issue 3 2, no. 3 (2018): 22–29. http://dx.doi.org/10.31674/mjmr.2018.v02i03.003.

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Introduction: Nurse Educators are the main driving force in promoting the interest of nursing students to learn. The nursing education system needs to be updated and carried out research in the field of curriculum reform. Concept mapping is an innovative teaching method and can be reflected in meaningful learning. Methodology: This study involved 109 nursing students from two nursing colleges in Kubang Kerian Nursing College (Kelantan) represent East Zone and Pulau Pinang Nursing College represent North Zone. The respondents were selected using simple random sampling. The descriptive values of

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Pandey, Sunil Kumar. "The status of concept mapping in teaching learning process: Exploring the present awareness, use and challenges." Indian Journal of Science and Technology 13, no. 37 (2020): 3944–49. http://dx.doi.org/10.17485/ijst/v13i37.1535.

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Aims: To explore the present status of concept mapping in teaching and learning process in India. Also, to find answers of certain questions pertaining to the usage, awareness and present status of concept maps in real life education. Further to provide some recommendation for the teaching learning process. Method: In this study, the researcher developed a questionnaire using google form containing 14 items. The items were revolving around the concept map and its practical usage in teaching and learning process. The questionnaire was sent to 200 teachers in the month of June, 2020; out of whic

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MCCARTHY, Finola, and Leslie CORDIE. "Concept-mapping the curriculum design processes of adult educators in higher education: lessons from practice." European Journal of University Lifelong Learning 8, no. 2 (2024): 7–19. https://doi.org/10.53807/0802p12j.

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Mulyani, Rika, Sri Wulandari, and Imam Mahadi. "Improving Students Metacognitive Abilities Through Mind Mapping with Problem based Learning Learning Models on the Concept of Environmental Pollution at SMAN 7 Pekanbaru." Journal of Educational Sciences 4, no. 2 (2020): 380. http://dx.doi.org/10.31258/jes.4.2.p.380-391.

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The K13 Curriculum requires students thinking skills, especially in the regulation of cognition which consists of planning, information management strategies, monitoring, examination of actions, and evaluation. This study aims to look at the metacognitive abilities of class X students of SMAN 7 Pekanbaru on the concept of environmental pollution through mind mapping with problem based learning models. This type of research was a quasi experiment using two classes, one class as an experimental class and one class as a control class. The experimental class used mind mapping models of problem bas

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Slieman, Tony A., and Troy Camarata. "Case-Based Group Learning Using Concept Maps to Achieve Multiple Educational Objectives and Behavioral Outcomes." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051987251. http://dx.doi.org/10.1177/2382120519872510.

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Knowledge integration is an important aspect of education. In clinical education, there is an emphasis on the integration of basic medical science with clinical practice to provide a higher order of comprehension for future physicians. Also of importance in medical education is the promotion and development of professional behaviors (i.e., teamwork and interpersonal professional behavior). We set out to design and implement a weekly, 2 hour educational active learning activity for first-year preclinical medical students to foster knowledge integration and to promote professional development. A

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Dr. Samina Safdar, Dr. Iffat Basit, and Dr. Faisal Anis. "Mapping the Landscape of Inclusion: A Multidimensional Conceptual Framework for Inclusive Education in Pakistan." Critical Review of Social Sciences Studies 2, no. 2 (2024): 527–29. http://dx.doi.org/10.59075/zc138d90.

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Using qualitative conceptual analysis in this paper, the author wants to develop a conceptual understanding of the provision of education in Pakistan. Using literature from various disciplines, paradigms of inclusive education in Pakistan and in developing countries are compared to develop a theory that would encompass the ideas developed up until now. The resulting conceptual framework consists of seven interconnected concepts: Support, programmes, legislation/policy, school climate, teacher education, curriculum implementation, community involvement, finance, and organizational culture. This

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Ahmed, Shamsuddin. "Measuring Innovation and Creative Content in Course Content and Learning Effectiveness." International Journal of Information and Communication Technology Education 18, no. 1 (2022): 1–26. http://dx.doi.org/10.4018/ijicte.295978.

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The concept-knowledge theory or C-K design theory explains that creativity is the conceptualization of design that is independent of any other design domain. It explains innovation, creation, and discovery within the framework of design processes. Creativity is an integral part of engineering design. The QFD methodology is applied to construct the “engineering design and creativity course” at the faculty of engineering as per the various stakeholders of curriculum design. The suggested methodology satisfies accreditation requirements as a part of continuous improvement of curriculum. The QFD c

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Jamil, Muhammad, Faiza Abdul Hafeez, and Noor Muhammad. "Critical Thinking Development for 21st Century: Analysis of Physics Curriculum." Journal of Social & Organizational Matters 3, no. 1 (2024): 01–10. http://dx.doi.org/10.56976/jsom.v3i1.45.

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Critical thinking has been focused on 21st-century skills. The current study analyzed the national curriculum for Physics (2006) to determine the importance and elaboration of critical thinking skills essential for 21st-century learners. The document was analyzed through qualitative content analysis by facilitating NVivo 12. The curriculum emphasizes critical thinking through learning outcomes requiring students to explain phenomena, solve problems, analyze data, and draw conclusions. Assessment objectives also evaluate these skills. Interactive teaching methods like inquiry, discussions, and

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Muhammad Jamil, Tahira Batool Bokhari, and Misbah Rafiq. "Critical Thinking Skills Development for 21st Century: An Analysis of Biology Curriculum (2006)." Voyage Journal of Educational Studies 4, no. 1 (2024): 127–38. http://dx.doi.org/10.58622/vjes.v4i1.132.

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Critical thinking has become an important skill of the 21st century to cater for complex challenges. The current study aimed to analyze the curriculum of biology (2006) to explore the critical thinking skills addressed in the document. The curriculum document was selected through purposive sampling technique. To do the document analysis, thematic analysis was used with the facilitation of NVivo 12 software that examined the curriculum’s aims and objectives, importance of critical thinking in the document, pedagogy, and assessment techniques suggested for the development of critical thinking. A

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Cowie, Bronwen, and Rosemary Hipkins. "Exploring tangled interrelationships between assessment and curriculum." Assessment Matters 16 (October 10, 2022): 1–12. http://dx.doi.org/10.18296/am.0054.

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In this article, we consider how assessment might reinforce New Zealand curriculum goals of knowing and doing in science for active and informed participation in societies that rely on scientific knowledge to guide decision making. This focus constitutes an orientation towards “sustainable assessment”. Sustainable assessment encompasses the capacities students need to learn lifelong across formal and informal settings, and alerts students to the use of their learning for societal good. Within science education, socioscientific issues (SSIs) have been found to engage students and to support the

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Rashid, Sulthan Al, Mohmed Isaqali Karobari, and Syed Ziaur Rahman. "“Examining the Incorporation of Islamic Values in Concept Mapping and Curriculum Design for Medical Education: A Holistic Perspective”." Bangladesh Journal of Medical Science 23, no. 4 (2024): 984–92. http://dx.doi.org/10.3329/bjms.v23i4.76507.

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Medical education is an ever-evolving realm, continuously striving for innovative methods to improve learning outcomes and nurture competent healthcare practitioners. Concept mapping has emerged as a valuable tool in this drive, aiding in the organization and synthesis of intricate information. This review delves into the infusion of Islamic teachings into concept map teaching and curriculum development within medical education. By drawing on Islamic principles related to knowledge acquisition, ethics, and comprehensive healthcare, this examination offers strategies for integrating Islamic per

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Akhtar, Mubashara, and Muhammad Saeed. "Effect of Concept-Mapping by using Frayer Model on Academic Achievement of Prospective Teachers." International Journal of Innovation in Teaching and Learning (IJITL) 8, no. 1 (2022): 70–88. http://dx.doi.org/10.35993/ijitl.v8i1.1283.

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Frayer Model is the method of assessment used for concept making but there is still a debate in literature that how effectively Frayer Model helps in improving concept building. The main purpose of this research was to contribute in literature through investigating the effect of Frayer Model on academic achievement of prospective teachers. This study employed quasi-experimental design and sample were 87 prospective teachers. Before experiment, pretest of both groups was taken to ensure that they are at same level. After pretest, treatment was applied in different timeframes for the period of s

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Shih, Yi-Huang. "Improving the Learning in Life Education for Young Children Aged 3 to 6 Years: A Review on the Research Themes of Early Childhood Life Education in Taiwan." Children 9, no. 10 (2022): 1538. http://dx.doi.org/10.3390/children9101538.

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The National Digital Library of Theses and Dissertations and the NCL (National Central Library) Taiwan Periodical Literature database were used to analyze dissertations and journal articles on early childhood life education. The researcher explored the research themes of life education for young children aged 3 to 6 years in Taiwan and offered strategies for improving learning in early childhood life education. Eight categories of themes were examined. In addition, the curriculum development of learning in early childhood life education was identified: (1) life event core curriculum, (2) sympa

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Yin, Xue-Feng, and Ju-Fen Fu. "The construction and practice of Curriculum Ideological and political education of apparel majors in applied undergraduate universities." SHS Web of Conferences 171 (2023): 02004. http://dx.doi.org/10.1051/shsconf/202317102004.

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Since the 18th Party Congress, the status and role of curriculum ideological and political education in the ideological and political work of universities have been further clarified and strengthened. Based on the positioning of talent cultivation and the attributes of the apparel major in Applied Technology College of Soochow University, this paper refines Chinese excellent traditional costume culture and skill transmission as the core ideological and political education concept for the major construction. In turn, this paper refines the corresponding elements of ideological and political edu

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GÖK, Mustafa, and Abdulkadir ERDOĞAN. "Didactic Praxeologies Employed by Mathematics Teachers in Teaching the Inverse Function." Journal of Computer and Education Research 11, no. 22 (2023): 1089–112. http://dx.doi.org/10.18009/jcer.1361502.

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This study investigates the praxeologies teachers use about the inverse function in the teaching process when the curriculum is changed. A case study, one of the qualitative research methods, was used in the study. The participants of the study were three experienced mathematics teachers. The data were collected by recording the teaching process of the teachers with a video camera and a voice recorder. The praxeological analysis method of the Anthropological Theory of Didactics (ATD) was used in the data analysis. The findings of the study show that teachers use two different praxeologies in t

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