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Journal articles on the topic 'Curriculum knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Amelia Simeoni, Irene, Romina Caballero, and Carlos Oscar Lepez. "Curricular innovation in the knowledge society." Seminars in Medical Writing and Education 3 (January 27, 2024): 58. http://dx.doi.org/10.56294/mw202458.

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Introduction: the problematization of the phenomenon of curricular innovation has been approached by research in the international and local context and confronting positions have emerged around the curriculum; and in order to make effective the transformation in the educational field and in a peculiar way in the decisions of the Curriculum, it is necessary to assume policies of change in the educational management. The objective of this work focuses on the characterization, reflection and theoretical deepening of curricular innovation within the framework of the knowledge and information soci

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2

Beck, John. "Powerful knowledge, esoteric knowledge, curriculum knowledge." Cambridge Journal of Education 43, no. 2 (2013): 177–93. http://dx.doi.org/10.1080/0305764x.2013.767880.

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3

Schwartz, Henrietta. "Unapplied Curriculum Knowledge." Teachers College Record: The Voice of Scholarship in Education 89, no. 5 (1988): 35–59. http://dx.doi.org/10.1177/016146818808900503.

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4

Saranovic-Bozanovic, Nadezda, and Slobodanka Milanovic-Nahod. "Knowledge and curriculum." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 65–78. http://dx.doi.org/10.2298/zipi0204065s.

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The paper raises the questions as follows: What is knowledge in general? What is it that a student should know? What does it mean that somebody knows something? Those questions point to a volume of dilemmas related to the epistemological issue of the nature of knowledge. Regardless of some authors' views that knowledge has not been defined yet, in the present paper knowledge is a subject matter of analysis from the aspect of various theoretical conceptions. The fact is that curricula development as well as the conception of student cognitive development depends on how knowledge is defined. Als

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5

Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory

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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang, and Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.

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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logi

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7

张, 越. "Interdisciplinary Curriculum Knowledge Organization." Advances in Education 14, no. 11 (2024): 255–61. http://dx.doi.org/10.12677/ae.2024.14112049.

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8

Scott, David. "Knowledge and the curriculum." Curriculum Journal 25, no. 1 (2014): 14–28. http://dx.doi.org/10.1080/09585176.2013.876367.

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Wyse, Dominic, Louise Hayward, Kay Livingston, and Steve Higgins. "Knowledge across the curriculum." Curriculum Journal 27, no. 3 (2016): 295–97. http://dx.doi.org/10.1080/09585176.2016.1207417.

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of t

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11

Behar, Linda. "The Knowledge Base of Curriculum." Florida Journal of Educational Research 33, no. 1 (1993): 31–39. http://dx.doi.org/10.62798/ahyy8786.

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Knowledge bases include ways of knowing that are important for professional educators and necessary for practice. Domains of curriculum, along with interrelated curriculum practices that are representative of the kinds of behaviors that curriculum specialists perform in the real world of curriculum work, represent a potential knowledge base. In this study, a teacher group and professors of curriculum identified a quantifiable knowledge base of curriculum practices that were correlated with nine domains of curriculum. As teacher education seeks to redefine professional standards, these findings

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12

Soysal, Yi̇lmaz. "Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis." Journal of Science Learning 5, no. 1 (2022): 127–40. http://dx.doi.org/10.17509/jsl.v5i1.35439.

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Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-bas

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13

Parada-Trujillo, Abad Ernesto, and William Rodrigo Avendaño-Castro. "The Curriculum in Knowledge Society." Educación y Educadores 16, no. 1 (2013): 159–74. http://dx.doi.org/10.5294/edu.2013.16.1.10.

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14

Dinh, Hanh. "Towards a Knowledge-rich Curriculum." Journal of Curriculum Studies Research 1, no. 1 (2019): 54–70. http://dx.doi.org/10.46303/jcsr.01.01.5.

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This action research is to develop a framework of knowledge-rich curriculum from the knowledge-based curriculum. Rather than to replace current approaches to knowledge-based learning, this article enriches the knowledge mining orientations with additional criteria for organizing and assessing knowledge to ensure the quality of educational experience through which those orientations are developed. The proposed curriculum is characterized by principles for specific components: content, teacher roles, teaching sequence, and assessment. It presents one typical class session and teacher reflections

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15

McDowall, Sue. "Knowledge, agency, and curriculum integration." Set: Research Information for Teachers, no. 1 (June 4, 2021): 20–27. http://dx.doi.org/10.18296/set.0193.

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In this article I explore a challenge identified by teachers involved in a recent research project on curriculum integration. Teachers described this challenge as how to balance the need to “cover” The New Zealand Curriculum with the need to support student agency. I describe how teachers saw this challenge, and the different ways they responded to it. I end by considering how our conceptions of knowledge might contribute to the ways in which we might think about and address this challenge.

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16

Mutch, Carol. "Editorial: Knowledge and the curriculum." Curriculum Matters 6 (June 1, 2010): 1–5. http://dx.doi.org/10.18296/cm.0120.

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17

Goodson, Ivor. "Context, curriculum and professional knowledge." History of Education 43, no. 6 (2014): 768–76. http://dx.doi.org/10.1080/0046760x.2014.943813.

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18

Ayers, David F. "Why Knowledge Matters in Curriculum." Journal of Critical Realism 12, no. 2 (2013): 272–78. http://dx.doi.org/10.1179/rea.12.2.6x42104772mp0833.

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19

YATES, LYN, and MICHAEL YOUNG. "Globalisation, Knowledge and the Curriculum." European Journal of Education 45, no. 1 (2010): 4–10. http://dx.doi.org/10.1111/j.1465-3435.2009.01412.x.

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20

Harland, Tony, and Navé Wald. "Curriculum, teaching and powerful knowledge." Higher Education 76, no. 4 (2018): 615–28. http://dx.doi.org/10.1007/s10734-017-0228-8.

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21

Behar, Linda S., and Paul S. George. "Teachers’ use of curriculum knowledge." Peabody Journal of Education 69, no. 3 (1994): 48–69. http://dx.doi.org/10.1080/01619569409538777.

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22

Wrigley, Terry. "‘Knowledge’, curriculum and social justice." Curriculum Journal 29, no. 1 (2018): 4–24. http://dx.doi.org/10.1080/09585176.2017.1370381.

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23

Donald, J. G. "Knowledge and the university curriculum." Higher Education 15, no. 3-4 (1986): 267–82. http://dx.doi.org/10.1007/bf00129216.

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24

Li, Zheng, Xiang Li, Lingfeng Yang, et al. "Curriculum Temperature for Knowledge Distillation." Proceedings of the AAAI Conference on Artificial Intelligence 37, no. 2 (2023): 1504–12. http://dx.doi.org/10.1609/aaai.v37i2.25236.

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Most existing distillation methods ignore the flexible role of the temperature in the loss function and fix it as a hyper-parameter that can be decided by an inefficient grid search. In general, the temperature controls the discrepancy between two distributions and can faithfully determine the difficulty level of the distillation task. Keeping a constant temperature, i.e., a fixed level of task difficulty, is usually sub-optimal for a growing student during its progressive learning stages. In this paper, we propose a simple curriculum-based technique, termed Curriculum Temperature for Knowledg

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25

Gong, Qian, Clare Brooks, and Yushan Duan. "A teacher’s role in making a given knowledge curriculum into a powerful knowledge curriculum." Geography 106, no. 1 (2021): 39–48. http://dx.doi.org/10.1080/00167487.2020.1862591.

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26

Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adal

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27

Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.

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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curr

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Ngambeki, Ida, Sean McBride, and Jill Slay. "Knowledge Gaps in Curricular Guidance for ICS Security." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.149.

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Industrial Control Systems are an essential mechanism to manage complex computer systems necessary for modern life. These include everything from water treatment and transportation to energy systems and manufacturing. These systems are becoming increasingly integrated and more complex, and they are being used to manage even more of the elements that make our everyday lives possible. They are therefore becoming both more attractive to cyber criminals and more vulnerable to cyber-attacks. More attention needs to be paid to increasing resources and capability in industrial cybersecurity (ICSS). A

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29

Dr., M. Chellammal. "INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING." INNOVATIVE CONSTRUCTIVISTIC APPROACH OF TEACHING AND LEARNING 4, no. 6 (special edition) (2017): 53–56. https://doi.org/10.5281/zenodo.845817.

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In the present scenario educational curriculum and instructional methods are changing to the challenging needs of the learners. The most important component of the current redevelopment of all subjects’ area curricula is the change in focus of instruction from the transmission curriculum to a transactional curriculum. National Curriculum Framework (NCF 2005) recommends that curriculum should help learners to become constructors of knowledge and emphasizes the active role of teachers in relation to the process of knowledge construction. This paper highlights that the Constructivist approach of

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30

Et.al, Romarzila Omar. "Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 37–44. http://dx.doi.org/10.17762/turcomat.v12i3.463.

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This article reports the results of a study on the Teacher’s Knowledge, Skills and Attitudes towards the Implementation of Preschool Curriculum Innovations. The implementation of curricular innovations is a complex process. Studies on curricular changes have shown that teachers play a pivotal role in the success or the failure of implementation projects. The study focuses on teachers’ perceptions and attitudes toward the implementation of the newly introduced National Preschool Curriculum Standards (NPCS) in Malayisan preschools. The study uses the survey method involving preschool teachers se

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31

Marques, Aline Rabelo. "Collapse in the foundations of the curricular development process for brazilian basic education." OBSERVATÓRIO DE LA ECONOMÍA LATINOAMERICANA 22, no. 2 (2024): e3242. http://dx.doi.org/10.55905/oelv22n2-097.

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This text presents analyzes of the ideological discourse that fueled the collapse in the intentionality of selection and distribution of knowledge considered valid. Specifically, problematizing as curricular documents proposed after the reform of the curriculum in the 1990s, they presented, discursively, questions related to knowledge. It is assumed that the links established with the market, from the neoliberal perspective, caused a collapse in the fundamentals of curriculum development, directly affecting the process of construction of the curriculum and/or curriculum documents. In this cont

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Cosovan, Olga. "Terms, from Knowledge to Integration." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 53–57. https://doi.org/10.5281/zenodo.10397611.

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Terminological literacy constitutes a necessary lexical support for a student’s academic success and for the development of communication skills in the language of instruction. Each school subject has its own inventory of terms, either listed outright in the curriculum or deduced from curricular contents. Seen as a whole, terminological vocabulary appears as a cluster, with visible connections between terms derived from different domains. Throughout their gymnasium or lyceum education the students learn definitions and classifications while developing the skill to define and classify by

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33

Au, Wayne. "Curriculum Standpoint for Social Justice: Understanding the Politics of School Knowledge." Revista Internacional de Educación para la Justicia Social 12, no. 2 (2023): 11–24. http://dx.doi.org/10.15366/riejs2023.12.2.001.

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This conceptual paper argues for the need for us to understand the relationship between curriculum and social justice, largely through the lens of what the author calls “curricular standpoint.” This framing helps define the connective tissue of how social, cultural, institutional, economic, and political context manifest within the struggle over knowledge, including which knowledge gets framed as commonsense and hegemonic through things like textbooks, state standards, and high-stakes exams – thereby also implicated student consciousness about the world. Drawing on Feminist Standpoint Theory,

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Taveira, Flavio Augusto Leite. "Curriculum, Curricular Justice, and Mathematics Education: a political manifesto." Revista Internacional de Pesquisa em Educação Matemática 14, no. 2 (2024): 1–13. http://dx.doi.org/10.37001/ripem.v14i2.3947.

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This study aims to carry out a systematic literature review on curricular justice in mathematics education in databases that offer privileged spaces for disseminating knowledge about the curriculum-mathematics education binomial. Since this review offers no results, it discusses how some publications on the curricular debate in mathematics education approach Robert Connell’s theorization on curricular justice. Thus, this review defends the need to think about curricular justice in mathematics education in our times and states that no production focuses on discussions about issues of curricular

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35

Nadelson, Louis S., Allison Freed, and Odunola Oyeniyi, et. al. "Teachers’ Perceptions, Knowledge, and Interactions with Scripted Curriculum." Research Journal of Education, no. 101 (March 21, 2024): 13–29. http://dx.doi.org/10.32861/rje.101.13.29.

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As shortages of teachers increase and student standardized test scores remain low and unchanged, there is a push for increasing instructional effectiveness using scripted curriculum and direct instruction. However, scripted curriculum is likely inconsistent with teachers’ professional visions and needs, leading to conflicting goals for adopting scripted curriculum and teachers’ professional goals. We determined the gaps in the literature support the need to collectively explore how teachers define and consider scripted curriculum, particularly the extent to which they think the curriculum is c

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36

LeeYonghwan. "Knowledge as Power/Contract and Curriculum." Journal of Curriculum Studies 25, no. 1 (2007): 1–23. http://dx.doi.org/10.15708/kscs.25.1.200703.001.

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37

Rata, Elizabeth. "What is a knowledge-rich curriculum?" New Zealand Annual Review of Education 26 (July 1, 2021): 29–35. http://dx.doi.org/10.26686/nzaroe.v26.6855.

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A well-designed curriculum creates a knowledge-rich one. The application of the Curriculum Design Coherence Model (CDC Model) in the international Knowledge-Rich School Project is discussed to demonstrate the effectiveness of the Model as a design tool. It achieves coherence by connecting the three forms of subject knowledge: generalising concepts, materialised content and applied competencies. Concepts’ generalisability creates knowledge’s internal logic – the source of understanding (learning). Students only develop deep understanding when they work with generalising concepts. Thinking (lear

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38

Popkewitz, Thomas S. "Knowledge, Power, and a General Curriculum." Teachers College Record: The Voice of Scholarship in Education 89, no. 6 (1988): 69–93. http://dx.doi.org/10.1177/016146818808900605.

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39

Muller, Johan. "Forms of knowledge and curriculum coherence." Journal of Education and Work 22, no. 3 (2009): 205–26. http://dx.doi.org/10.1080/13639080902957905.

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40

Lau, Cher Loon, and Suliman Al-Hawamdeh. "Knowledge Management Education and Curriculum Development." Journal of Information & Knowledge Management 01, no. 02 (2002): 99–118. http://dx.doi.org/10.1142/s021964920200042x.

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Given the emerging nature of the knowledge management (KM) profession and the differing schools of thought on KM by academics and practitioners, designing a curriculum in KM poses substantial challenges. One of these challenges is to be able to determine the optimal mix of subjects from the various disciplines that best meets the objective of developing the requisite professional competencies of knowledge professional. A two-pronged methodology was adopted for this study comprising a survey research to gather perceptions on KM and KM education as well as an investigation of relevant web sites

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41

Haes, Julian. "Knowledge and the Curriculum: Teachers’ Thinking." Journal of Further and Higher Education 10, no. 2 (1986): 84–94. http://dx.doi.org/10.1080/0309877860100210.

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42

Shimwandi, Ruusa Ndeutenge, Elizabeth Ndeukumwa Ngololo, and Leena Ngonyofi Kanandjebo. "Indigenous Knowledge Content & Mathematics Curriculum." Jumuga Journal of Education, Oral Studies, and Human Sciences (JJEOSHS) 7, no. 2 (2024): 1–15. http://dx.doi.org/10.35544/jjeoshs.v7i2.93.

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Cultural practices present opportunities for Mathematics Education to be more relevant, and effective, especially in post-colonial contexts. Despite national policies emphasising integration of Indigenous Knowledge (IK) into school curricula, there has been limited success in incorporating ethnomathematics into Mathematics teaching. We exploredgeometrical concepts inherent in traditional baskets produced by Aawambo women, an ethnic group in northern Namibia. We identified specific geometrical concepts that can be linked to the junior secondary school Mathematics syllabus. We employed ethnograp

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43

Popkewitz, Thomas S. "Knowledge, Power, and Curriculum: Revisiting aTRSEArgument." Theory & Research in Social Education 26, no. 1 (1998): 83–101. http://dx.doi.org/10.1080/00933104.1998.10505835.

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44

Kent, Laura B., Margie Pligge, and Mary Spence. "Enhancing Teacher Knowledge through Curriculum Reform." Middle School Journal 34, no. 4 (2003): 42–46. http://dx.doi.org/10.1080/00940771.2003.11495388.

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45

Winter, Christine. "Enframing geography: subject, curriculum, knowledge, responsibility." Ethics and Education 7, no. 3 (2012): 277–90. http://dx.doi.org/10.1080/17449642.2013.767004.

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46

Scoffham, Stephen. "Core knowledge in the revised curriculum." Geography 96, no. 3 (2011): 124–30. http://dx.doi.org/10.1080/00167487.2011.12094322.

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47

Toiviainen, Hanna, and Hannele Kerosuo. "Development Curriculum for Knowledge-Based Organizations." International Journal of Knowledge-Based Organizations 3, no. 3 (2013): 1–18. http://dx.doi.org/10.4018/ijkbo.2013070101.

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This article presents arguments for designing tutoring models for learning networks of knowledge-based organizations, whose tasks increasingly involve the development of expertise and knowing. The potential is examined of a curriculum, when the object of learning, in-house development, is deeply situated in the knowledge practices of organizations, is cross-disciplinary and is beyond formal education. A sociocultural understanding of a curriculum is used to analyze a model that the authors developed in collaboration with the learning network of the South Savo region in Finland. The model in qu

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48

Wallace, Belle. "Book Review: Knowledge and Curriculum Planning." Gifted Education International 6, no. 3 (1990): 202–3. http://dx.doi.org/10.1177/026142949000600324.

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49

Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambul

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Casler, Kelly, and Randee Masciola. "Competency-based education and the AACN Essentials." Nurse Practitioner 50, no. 4 (2025): 14–20. https://doi.org/10.1097/01.npr.0000000000000297.

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ABSTRACT NP curriculum is guided by several curricular standards from multiple organizations. The main curricular standard is the Essentials, a document from the American Association of Colleges of Nursing, the leading authority in nursing curriculum. The Essentials outlines competency-based education standards for NP education. As preceptors are critical partners in NP education, this article serves to provide foundational knowledge about competency-based NP curriculum, including the Essentials, to help preceptors strengthen their approach to teaching NP students.

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