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Relevant bibliographies by topics / Curriculum planning. Interdisciplinary approach in education

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Academic literature on the topic 'Curriculum planning. Interdisciplinary approach in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Curriculum planning. Interdisciplinary approach in education"

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Sefer, Jasmina. "Thematic curriculum approach." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 79–93. http://dx.doi.org/10.2298/zipi0335079s.

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Thematic curriculum combines disciplines and media. The process is problem-oriented and the scenario most often follows the logic of exploring or storytelling. Those two approaches to teaching are appropriate because they fit into interdisciplinary and creative open-ended problem solving through play, as insisted upon by thematic curriculum. The matrix, where seven types of abilities intersect with five types of problems according to their degree of openness, defines well the outcomes of teaching. However, it did not prove to be suitable for planning the majority of activities in thematic curr

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Petrun Sayers, Elizabeth L., Christopher A. Craig, Emily Skonicki, Grace Gahlon, Susan Gilbertz, and Song Feng. "Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach." Sustainability 13, no. 14 (2021): 8074. http://dx.doi.org/10.3390/su13148074.

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Management education holds promise for addressing deficiencies in interuniversity science, technology, engineering, and mathematics (STEM), as well as sustainability curricula. Accordingly, we designed, developed, implemented, and longitudinally evaluated interdisciplinary STEM-based curricula in the United States. Students in five sections of business management courses and two sections of STEM courses received a STEM-based sustainability intervention (i.e., an interdisciplinary STEM and sustainability module). To assess student outcomes following the intervention and examine the feasibility

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Chikafalimani, Samuel H. P., Nathan Kibwami, and Sibusiso Moyo. "Perceptions of Academics on Real Estate Topics in Africa." Real Estate Management and Valuation 29, no. 1 (2021): 30–40. http://dx.doi.org/10.2478/remav-2021-0004.

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Abstract This paper presents the perceptions of academics on real estate topics offered in Bachelors Real Estate (BRE) curricula in Africa. In order to understand the perceptions of academics on real estate topics, a survey of seven selected BRE curricula offered in different regions of Africa was conducted to determine important real estate topics academics included in the curricula. After analyzing the curricula, sorting and re-grouping the topics: Real estate management, Real estate valuation, Real estate economics, Real estate finance and investment, Real estate development, Real estate la

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Trivic, Dragica D., Milanka Džinović, Vesna D. Milanovic, and Ljiljana Živković. "COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING." Journal of Baltic Science Education 18, no. 4 (2019): 620–33. http://dx.doi.org/10.33225/jbse/19.18.620.

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The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The sec

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Hajdukiewicz, Agnieszka, and Bożena Pera. "Education for Sustainable Development—The Case of Massive Open Online Courses." Sustainability 12, no. 20 (2020): 8542. http://dx.doi.org/10.3390/su12208542.

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Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 Sustainable Development Goals. The main purpose of this paper is to explore the current status and problems of implementation of Education for Sustainable Development by examining the sustainability-related knowledge content included in the higher education curriculum, with a special focus on the Massive Open Online Courses (MOOCs). We used both qualitative and quantitative data collection and analysis methods

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Orlovic Lovren, Violeta, Marija Maruna, and Svetlana Stanarevic. "Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade." International Journal of Sustainability in Higher Education 21, no. 2 (2020): 315–35. http://dx.doi.org/10.1108/ijshe-09-2019-0260.

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Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO lear

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Meyer, Michelle Annette, Marccus Hendricks, Galen D. Newman, et al. "Participatory action research: tools for disaster resilience education." International Journal of Disaster Resilience in the Built Environment 9, no. 4/5 (2018): 402–19. http://dx.doi.org/10.1108/ijdrbe-02-2017-0015.

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Purpose Participatory action research can improve scientific knowledge and community capacity to address disaster resilience and environmental justice. Evidence from the literature suggests that resident participation enhances assessment of environmental risks, raises awareness and empowers residents to fight for equitable distribution of hazard and climate risk adaptations. Yet, risk assessment and urban planning processes still frequently operate within expertise-driven groups without significant community engagement. Such fragmentation results in part from a lack of appreciation for communi

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Morari, Marina. "8. Training of Artistic Skills of the Music Teacher." Review of Artistic Education 20, no. 1 (2020): 309–24. http://dx.doi.org/10.2478/rae-2020-0036.

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AbstractHuman capital represents for Moldova the basic resource for long-term development. The quality of human resources is largely ensured by the education system. The lack of a systemic approach to changes in education is identified in the National Development Strategy “Moldova 2030” as a causal factor in guaranteeing quality education for all. Artificial separation of training (teaching of academic content) from education is still ongoing. In the context of sustainable development, current topics are taught rather mechanically than practiced. Extensively new and often optional curricula ar

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Greig, Alison, and Julian Priddle. "Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model." Sustainability 11, no. 16 (2019): 4324. http://dx.doi.org/10.3390/su11164324.

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Target 4.7 of the Sustainable Development Goals requires that, by 2030, all learners acquire the knowledge and skills needed to promote sustainable development. This not only demands an interdisciplinary approach, but also that this approach must seek to be transformative, with change for sustainability as an explicit outcome in addition to subject knowledge. Many have argued that the complex or ‘wicked’ nature of sustainability challenges indicates the need for a learning experience that emphasizes active, reflective learning across-and between-discipline areas. In this paper we develop a con

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Aznar, Pilar, María Calero, María Martínez-Agut, et al. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València." Sustainability 10, no. 11 (2018): 4170. http://dx.doi.org/10.3390/su10114170.

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Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences i

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Dissertations / Theses on the topic "Curriculum planning. Interdisciplinary approach in education"

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Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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Smith, Sandra Ellen. "Impacts and implications of integrated curricula." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Smith_SMITthesis2009.pdf.

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Albrecht, Bryan D. "An analysis of southeast Wisconsin's secondary technology education teachers' perceptions on aligning technology education programs with Gateway Technical College's manufacturing and engineering occupational programs." Online version, 2007. http://www.uwstout.edu/lib/thesis/2008/2008albrechtb.pdf.

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Ferguson, Deborah Marie. "A guide to a brain-based approach to thematic, interdisciplinary teaching." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1877.

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This project promotes an interdisciplinary approach to classroom instruction as an alternative to sequential instruction typically practiced in public schools. Specifically targeted are thematic, interdisciplinary teaching strategies.

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Clark, Crystal Yvette. "Curriculum integration connecting academic and career and technical education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2931.

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The purpose of this project was to develop a curriculum that will help integrate Academic, Career, and Technical Education. The basic purpose of curriculum integration is to help student make connections between academic and technical information, to help them discover the answer to "Why do I have to learn this?" In 1990, the federal government mandated the "integration" of Academic and Career and Technical Education through amendments to the Carl D. Perkins Vocation Education Act of 1984.

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Sehlola, Mmahlomotse Sekinah. "A case study of the integration of environmental learning in the primary school curriculum." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06042008-073729.

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Thesis (M.Ed.(Curriculum and Instructional Design and Development))-Universiteit van Pretoria, 2007.<br>Abstract in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

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Newmeyer, Elizabeth Janette. "An integrative and holistic approach to implementing curriculum for a school garden." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3132.

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The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.

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Bundy, Lovina-Marie Sawyer. "The importance of music in the elementary curriculum: How it can be integrated to meet content standards." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1745.

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This project will provide classroom teachers with examples of how music can be taught on a daily basis through the integration of disciplines. After completing an extensive review of literature, the writer evaluated teaching standards of both music and curriculum subject areas found similar learning goals and designed a series of twelve lesson plans that integrated these standards.

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Knap, Steven Anthony. "Mathematics curriculum implementation for the sixth grade." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1018.

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Allred, Carol Bunnell. "Rationale and implementation strategies for interdisciplinary instruction in the 6th grade social science curriculum for California public schools." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/753.

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Books on the topic "Curriculum planning. Interdisciplinary approach in education"

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1951-, Stuen Carol J., ed. The interdisciplinary curriculum. Eye on Education, 1998.

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Mathison, Sandra. The logic of interdisciplinary studies. National Research Center on English Learning & Achievement, University at Albany, State University of N.Y., 1998.

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Torres, Jorge, and Jorge Torres. Globalización e interdisciplinariedad: El curriculum integrado. Ediciones Morata, 1994.

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Education, Ontario Ministry of. The Ontario curriculum grades 11 and 12: Interdisciplinary studies. Ministry of Education, 2002.

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Maurer, Richard E. Designing interdisciplinary curriculum in middle, junior high, and high schools. Allyn and Bacon, 1994.

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Mathews, Barbara. The integrated curriculum in use: Practical ideas for planning and assessment. Ashton Scholastic, 1993.

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Burns, Rebecca Crawford. Linking the disciplines: A holistic approach to curriculum design : an AEL school excellence workshop. Appalachia Educational Laboratory, 1993.

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Karen, Hammons, ed. Curriculum for integrated learning: A lesson-based approach. Delmar Publishers, 1998.

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Concept-based curriculum and instruction for the thinking classroom. Corwin Press, 2007.

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Barbosa, Sebastião Cláudio. Interdisciplinaridade na escola: Conceituação e exercício a partir de oficinas. Editora UFG, 2006.

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Book chapters on the topic "Curriculum planning. Interdisciplinary approach in education"

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Veillard, Laurent, Stéphanie Tralongo, and Michel Le Nir. "A Collaborative and Interdisciplinary Approach to Bring Closer a Curriculum to Local Employers’ Needs." In Industry Integrated Engineering and Computing Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19139-9_10.

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Meier, Lori T. "Foundations for Curriculum Integration." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch001.

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An integrated approach to curriculum planning, instruction, and assessment in K-12 classrooms has long been discussed in educational theory and curriculum studies scholarship. Although it has taken on various terminologies and distinctions over the past century, the foundations of integrated teaching and learning fundamentally seek to organize curriculum and instructional experiences in meaningfully connected and holistic ways, so that students will experience interdisciplinary content knowledge and problem-solving skills that lead them towards real-world understandings. This chapter will explore the curriculum foundations for integration, define various ways in which integration has been discussed in the literature, and provide a brief overview of the rationale and research supporting the distinct integration of science and literacy practices.

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Dani, Danielle. "A Community and Place-Based Approach to Middle Childhood Science Teacher Education." In Integrative and Interdisciplinary Curriculum in the Middle School. Routledge, 2020. http://dx.doi.org/10.4324/9780429352522-10.

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Cano, Elena, and Georgeta Ion. "Curriculum Development through Competency-Based Approach in Higher Education." In Handbook of Research on Transnational Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch005.

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The purpose of this chapter is to present existing research about competency-based approach curricula and its implications on the higher education system. At first, a broad European framework about harmonization and lifelong learning is presented. Second, competence-based learning is explored and its consequences on interdisciplinary and authentic learning situations are analyzed. Finally, some challenges for higher education institutions are presented with the ways in which some of these institutions are resolving them.

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Dhir, Harpreet Kaur. "Planning Curriculum for Teaching Thinking Skills Needed for 21st Century Education." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch007.

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This chapter provides a method for meeting the educational demands of the 21st century. The Content through Action method (CTA) provides a process to plan integrated instructional units for connecting various subject matter areas. Based on the researcher's experience in designing interdisciplinary units, the chapter includes the CTA process of building a unit and the research-based rationale behind each step of the process. The literature review includes discussion of the Four Cs, the 21st-century classroom, the motivation of learners, and the teacher's role. The theoretical framework is built on the foundation provided by constructivism, heutagogy, design thinking, the theory of change, and the growth mindset. After teaching other methods such as problem-based and design-based learning, the author asserts that the CTA method of instructional planning promotes the development of thinking skills compatible with the needs of the 21st-century learner.

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Geher, Glenn, Rosemarie Sokol-Chang, Jennifer Waldo, David Sloan Wilson, and Hadassah Mativetsky. "Evolutionary Studies in Higher Education." In Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.003.0002.

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The field of Evolutionary Studies (EvoS) stands at a significant junction. On one hand, the field has demonstrated the ability to serve as a model for a truly interdisciplinary approach to higher education. That said, evolutionary approaches outside certain areas of biology proper have been often met with skepticism and academic mistrust. In 3 discrete sections, this chapter seeks to demonstrate that EvoS provides a powerful academic framework that effectively integrates many academic areas and enhances educational outcomes in these areas. Further, the chapter seeks to demonstrate the broad reach of EvoS in terms of student success, partly by summarizing outcomes of a recent National Science Foundation grant. The final section addresses controversies in the field of EvoS. This section seeks to show how developing a sophisticated understanding of the different facets of these issues may serve a conciliatory and progressive role in the future.

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García de la Vega, Alfonso, and Keumbee Lee. "An Assessment for Cross-Disciplinary Education Through Landscape Perception." In Interdisciplinary Approaches Toward Enhancing Teacher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch013.

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This research aims to investigate the perception of the landscape built by South Korean immigrants in Spain and focuses on the development of landscape images in these two countries. First of all, a framework consisting of the reviewing of the current South Korean curriculum, gray literature, and function of narrative construction in the cultural landscape was carried out. This is followed by the analysis of a semi-structured interview conducted on a pilot group of 11 participants. The results of the interview were featured and categorized in various perspectives, such as categorization by key concepts of questions and by landscape perception. The analysis revealed that the participants' perception is affected by their previous experiences and that the role of traditional compulsory education did not have an impact. Thus, they suggested that the integrated educational approach using landscape would be valuable. This validates the aim of the new South Korean curriculum that introduced integrated education in 2015.

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Gálvez Esteban, Rosa María, Beatriz Bravo Torija, and Jose Manuel Pérez Martín. "Ants as an Experiential Learning Strategy in Preschool Teacher Training." In Interdisciplinary Approaches Toward Enhancing Teacher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch008.

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In this chapter, the authors present the results of a project designed for 41 preservice preschool teachers to introduce the concept of living things as an experiential learning strategy in the classroom. The need to approach this concept from a different perspective prompted the design of an education project involving the introduction of insects into classroom as a teaching resource. An informative storyline was used for project launch presentation. The questions they strive to answer in this chapter are related with what concepts of living organisms and what inquiry stages will preservice teachers consider their pupils will carry out during the project. Relevant concepts that are usually not much covered in the preschool curriculum such as the life cycles of animals were considered by 23 participants. Twenty-five of the future teachers claimed that they would be able to work on every inquiry step if they implemented this project in the classroom.

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Ellis, Maureen, and Patricia J. Anderson. "Creating an Integrated Second Life Curriculum." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch004.

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Second Life is a three-dimensional multi-user social virtual environment which emphasizes the use of immersive worlds for supporting an array of human activities and interactions within Web 2.0. Second Life presents innovative opportunities and challenges for enriching how users learn, work, and play (Boulos, Hetherington & Wheeler, 2007; Prasolova-Førland, Sourin, & Sourina, 2006). Originally developed as an entertainment-oriented technology, Second Life offers a positive opportunity for interaction between and among learners for teaching and learning in higher education. Supported by the Constructivist theory where students are active creators of knowledge, as faculty members consider adopting the Second Life platform, with pedagogical needs and learning outcomes at the forefront of design decisions. The interdisciplinary approach employs the combining of academic disciplines into one learning experience or course. Advocates of interdisciplinary teaching and learning in higher education stress that interdisciplinary courses offer opportunities for improved student outcomes. Enhanced affective and cognitive abilities, increased understanding of multiple perspectives, greater appreciation for ambiguity, and superior capacities for creating thinking can benefit student learning outcomes (Newell, 1994). This chapter describes how faculty from different disciplines adopted the interdisciplinary approach to design, develop, and deliver a Second Life course. This pedagogical model provides useful, practical advice for faculty considering interdisciplinary teaching projects in the Second Life platform.

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Neuwirth, Lorenz S., Alireza Ebrahimi, B. Runi Mukherji, and Lillian Park. "Addressing Diverse College Students and Interdisciplinary Learning Experiences Through Online Virtual Laboratory Instruction." In Virtual Reality in Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8179-6.ch025.

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Habits in note-taking and media usage of the current generation of undergraduate college students are very different from prior generations. Current students are attracted to multi-dimensional teaching approaches which utilize visual learning aids and increased social interactions beyond the traditional lecture. Moreover, the diversity with respect to first generation college student/immigrant and returning learners is growing. This learning situation becomes further complicated in teaching interdisciplinary biopsychology courses, where students may not possess a complete set of foundational concepts. Thus, students require increased learning opportunities, sustained practice, as well as positive and corrective feedback to meet curricular proficiency expectations. At the same time, many students also have difficulty receiving, accepting, and implementing necessary feedback in order to succeed in their academic endeavors. To address this “feedback” issue, we have proposed a theoretical approach using “error-based” learning, for a biopsychology curriculum, to remedy this student learning problem through virtual laboratory instruction. Notably, this approach can be used in other integrative fields of learning.

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Conference papers on the topic "Curriculum planning. Interdisciplinary approach in education"

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Brenner, Vince, Ted Surynt, Fred Augustine, and Judson Stryker. "The Joint Accounting/e-Business Technology Major: An Interdisciplinary Approach to Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2446.

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The promise and potential of the new business paradigm labeled “e-business” is the driving force behind the tremendous demand for accounting professionals with both a technology background and a traditional accounting background. Where will these professionals come from? This paper lays out in detail the foundation for a new undergraduate academic program which is designed to both attract students and to provide them with the skill set necessary to succeed in this new e-business universe - the Joint Accounting/e-Business Technology major. Course content for this undergraduate major is based on

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Goroshnikova, Tatiana A., and Evgeniy S. Smakhtin. "Interdisciplinary Curriculum Approach as a University Component for Large-scale Education Projects." In 2018 Eleventh International Conference "Management of large-scale system development" (MLSD 2018). IEEE, 2018. http://dx.doi.org/10.1109/mlsd.2018.8551932.

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Kaksis, Aris, Agnese Brangule, and Mihails Halitovs. "AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.54.

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Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teachi

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Suherman, Wawan Sundawan. "Integrating Physical Literacy into Indonesian Physical Education Curriculum." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009309302240227.

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Setyo Adi, Banu. "Elementary School Physical Education and Sport in Integrated Curriculum." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.14.

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Setiadi, Budi, Mr Soegiyanto, Setiyo Rahayu, and Hari Setijono. "Evaluation of the 2013 Curriculum Implemented by Physical Education Teachers." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.54.

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Sundawan Suherman, Wawan. "Nation Character Building through Physical Education: Lesson Learnes from 2013 Indonesian National Curriculum." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.34.

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Susanto, Ermawan, and Pamuji Sukoco. "Perception of Physical Education Teachers on the Implementation and Evaluation of Curriculum 2013." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.59.

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Syarif, Ahmad, Mr Tomoliyus, and B. M. Wara Kushartanti. "The Implementation of 2013 Curriculum in Elementary Schools." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.22.

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Samuel, Robello. "Petroleum Energy Engineering Education Reform: Flipping the Curriculum." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206305-ms.

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Abstract The syllabus getting outdated, classroom attendance getting less importance, fast advancements of technology and changing workforce, and demography require us to rethink and re-examine the core curricula being taught at petroleum schools. The changing landscape like clean energy and carbon neutral delivery are adding pressure to re-examine the subjects taught in the classroom so that the long-term sustainability is established. So, acquiring interdisciplinary skills is crucial with the reformed curricula. The questions to be addressed include: "What is the fundamental problem in the p

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