Journal articles: 'Curriculum subject'

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Komulainen, Kauko Pekka, Sara Sintonen, Seija Kairavuori, and Aleksi Ojala. "Approaching the renewed Finnish basic education curriculum as a potential and an option for aesthetics." Educare - vetenskapliga skrifter, no. 1 (March 20, 2020): 34–52. http://dx.doi.org/10.24834/educare.2020.1.3.

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This article provides an overview of how aesthetics is treated in the current Finnish basic education core curriculum document. Relatively little research has been conducted on aesthetics in Finnish curricula, particularly from an interdisciplinary approach. In the broader picture, the position of aesthetics and the appreciation of arts subjects in curricula has paradoxically weakened globally over recent decades, particularly in English-speaking cultures. At the same time, the significance of aesthetics has increased in postmodern culture with, for instance, increasingly more commercial brands. Finland has a broad national core curriculum, and although aesthetics (as a school subject) is not officially part of it the traditional arts subjects (arts, music, crafts), aspects of aesthetics are nevertheless involved in the curriculum. In this study, we investigate how aspects of aesthetics feature in the renewed Finnish curriculum text for basic education. Our analysis shows that only a few specific references to aesthetics can be found in the Finnish renewed curriculum. Conceptually, the lack of postmodern aesthetics is noticeable, particularly in the subject of art, where one can see features of it without the concept being explicitly mentioned. In order to successfully incorporate aesthetics into basic education curricula, we conclude that the subject needs to better reflect notions of participation, self-expression, and divergent thinking.

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Nawali, Ainna Khoiron. "Dampak Penerapan Kurikulum Kementerian Agama dan Kurikulum Pesantren terhadap Peningkatan Hasil Belajar Pendidikan Agama Islam di Madrasah Aliyah Negeri Yogyakarta I." At-Tarbawi: Jurnal Kajian Kependidikan Islam 3, no. 1 (June 30, 2018): 13. http://dx.doi.org/10.22515/attarbawi.v3i1.1145.

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Abstract: This research background is originated from increasing number of madrasah and general school curriculum as a curriculum support, especially on the subject of islamic religious education (PAI). It makes some institutions maintain either lodge, hostel, or boarding school, in order to encourage school programs. For instance, MAN Yogyakarta 1 established boarding school ‘Al Hakim’ to increase horizon of students towards scientific references to Islam. The question is, how do implementation of Kemenag curriculum and boarding school curriculm impact to elevate learning outcomes of PAI. This study attempts to determine for applicating two curriculum derived from kemenag and boarding school. This study utilizes qualitative research. The results show that in practice, kemenag curriculum remains a priority rather than boarding school curriculum; impact and achievement in the implementation of two curriculum have positive impact on learning outcomes such as to have better values on cognitive, affective, and psychomotor; excess two curricula are applied properly will create more students mastering the subject matter of religion. However, drawbacks occur discrepancy between the curriculum from kemenag and boarding school because the materials are not delivered properly and allocated short time. Keywords: Curriculum, Learning Outcomes, Islamic Religious Education

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김규훈. "Integrated Contents Construction of Korean Subject Curriculum - In 2011 Curriculum "Reading & Grammar" Subject." KOREAN EDUCATION ll, no. 89 (January 2012): 29–54. http://dx.doi.org/10.15734/koed..89.201201.29.

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Shin, Soo-Bum, Kyu-Jung Han, and Byung-Oh Go. "Information Domain Curriculum Composition Direction in Subject-Centered Curriculum." Journal of The Korean Association of Information Education 25, no. 2 (April 30, 2021): 309–15. http://dx.doi.org/10.14352/jkaie.2021.25.2.309.

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Yueh, Mei-Chun Michelle, and Miles Barker. "Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education." Australian Journal of Environmental Education 27, no. 1 (2011): 134–48. http://dx.doi.org/10.1017/s0814062600000136.

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AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum's framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become offcially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

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LUNGU, Mariana. "Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 101–10. http://dx.doi.org/10.4312/ala.8.1.101-110.

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In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

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Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.

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Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum. Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.

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Sanches, Luiz Miguel Picelli, Rodrigo Jensen, Maria Inês Monteiro, and Maria Helena Baena de Moraes Lopes. "Informatics teaching in undergraduate nursing programs at Brazilian public institutions." Revista Latino-Americana de Enfermagem 19, no. 6 (December 2011): 1385–90. http://dx.doi.org/10.1590/s0104-11692011000600015.

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This descriptive study aimed to verify the inclusion of subjects about informatics in undergraduate nursing programs at Brazilian (state and federal) public education institutions. The programs were located through the e-MEC system. The Internet was used to search for the curricula of the campuses offering the nursing program and identify subjects related to informatics. Eighty-one higher education institutions and 123 campuses were located. Only 100 campuses provided the curriculum on the Internet, 35 of which offered the subject. The highest proportion occurred in the Northeast (46.1%) and the lowest in the North (8.6%). The subject is mostly offered as an elective discipline (57%) in the first and second year (80%), with an average workload of 47 classroom hours. The low supply of this undergraduate subject goes against job market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs.

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Kartikasari, Devfy, and Zulfikar Mujib. "Hambatan Pengimplementasian Kurikulum 2013 Pada Proses Pembelajaran Universalime Islam (PAI)." Belajea; Jurnal Pendidikan Islam 5, no. 2 (December 30, 2020): 181. http://dx.doi.org/10.29240/belajea.v5i2.1606.

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This study aims to analyze the problems in the learning process of the Islamic Universalism (PAI) subject and the challenges in implementing the 2013 curriculum. In addition, this study is useful as a reference in finding solutions to problems in implementing the 2013 curriculum in the learning process of Islamic Universalism (PAI) subjects) at SMA Budi Mulia Dua Yogyakarta. This research method uses qualitative methods with a case study approach. The data collection techniques used was interviews, observation, and documentation. The results of data collection are then compared to become material for analysis. As a result, the implementation of the 2013 curriculum on the subject of Islamic Universalism (PAI) was carried out by involving the principal, teachers, students, learning resources, and related infrastructure. The implementation of the 2013 curriculum in the UI/PAI subjects encountered obstacles, namely because the school was a school that combined the Cambridge curriculum and the national curriculum, it needed students who were able to meet the standards of the two curricula, while a case was found in the field that there was a gap in student readiness in reading and writing Quran. The solution to this problem, the school has an effort, namely by carrying out the School Literacy Movement and the Quran corner

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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.

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Syah, Juman. "DEVELOPING FORENSIC ACCOUNTING CURRICULUM AT UNIVERSITIES." Asia Pacific Fraud Journal 1, no. 1 (February 3, 2017): 103. http://dx.doi.org/10.21532/apfj.001.16.01.01.08.

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Accounting programs around the world have been revising their curriculum by including fraud / forensic accounting subject. This paper identifies the development of forensic accounting curriculum in the United States (US) and Indonesia. The first part of the paper is the model of forensic accounting curriculum development proposed by New Virgnia University. The second part of the paper presents the reality of forensic accounting subject in Indonesia. This paper is written to help accounting department consider introducing fraud / forensic accounting subject into its accounting program as well those who are revising their existing subjects.

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Jephcote, Martin, and Brian Davies. "School subjects, subject communities and curriculum change: the social construction of economics in the school curriculum." Cambridge Journal of Education 37, no. 2 (June 2007): 207–27. http://dx.doi.org/10.1080/03057640701372459.

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

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Fisher, Gary F. "Tradition in transformation: the classical curriculum in the colonial and early national American college." Classical Receptions Journal 12, no. 3 (January 17, 2020): 357–74. http://dx.doi.org/10.1093/crj/clz030.

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Abstract Narratives of decline dominate histories of classical education. Changes or developments in the way classics have been taught are commonly understood in terms of the supposedly inexorable decline of classical learning. The American colleges at the end of the eighteenth century are subject to the same interpretation. After the Revolution, the colleges and their classics-oriented curriculum were subject to new pressures to reform the education they offered to better reflect the values of the new nation. These calls for reform are commonly understood as attacks on the classics that sought to diminish their role in, or even remove them from, the college curriculum. This essay will subject materials such as entrance requirements, curricula, and reformist literature to a critical re-reading. Rather than examining the extent to which the position of the classics diminished relative to other subjects during this period, it will show how the content of the classical curriculum was reformed and refined to better realize its pedagogical potential and ensure its relevance to the changing needs of students.

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Mnguni, Lindelani. "The Integration of Different Curriculum Ideologies in a School Science Subject." Education Sciences 11, no. 9 (September 16, 2021): 551. http://dx.doi.org/10.3390/educsci11090551.

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School science subjects may be informed by curriculum ideologies such as discipline-centered, service-centered, student-centered, or citizen-centered ideologies. The distinct characteristics of each ideology complicate the extent to which science subjects could integrate different curriculum ideologies. Consequently, the present research explored how different curriculum ideologies are reflected in a school science subject. Natural Sciences was used as a case study that followed a mixed-methods approach. Inductive content analysis was performed on the curriculum document to determine its foregrounding curriculum ideologies using a validated open-ended instrument. Findings indicate that Natural Sciences integrates four curriculum ideologies concurrently. These are the student-centered ideology, service-centered ideology, discipline-centered ideology, and citizenship-centered ideology. However, while attempting to adopt multi-curriculum ideologies, the subject could not ensure equal representation of these ideologies. For example, citizenship-centered ideology received the least representation even though it is the ideology most related to the imperatives of social empowerment. It is concluded that the integration of different ideologies may lead to teaching difficulties where teachers find it challenging to adapt teaching methods that satisfy all four curriculum ideologies. Additionally, students in different schools may be taught according to different curriculum ideology principles, leading to inconsistencies in attained learning outcomes.

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Pandey, AK, N. Sapkota, and Dr Nivedita. "Medical Student’s Perception About The Integrating Methods Of learning Medical Subjects And Importance Of Psychiatry In Pre-Clinical, Para-Clinical And Clinical Learning." Journal of Psychiatrists' Association of Nepal 3, no. 1 (October 29, 2014): 10–15. http://dx.doi.org/10.3126/jpan.v3i1.11346.

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Background: Now a day’s important elements being planned and used in the curriculum is vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration i.e. between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. Psychiatry is an important subject in medical sciences and knowledge of this subject is helpful in understanding function of body, mind and related issues which are modified by disease processes. Aim of the study is to assess the importance of horizontal and vertical integration in an undergraduate medical curriculum and importance of Psychiatry in pre-clinical, para-clinical and clinical learning, according to opinion among fourth year MBBS students. Methods and materials: A self administered questionnaire was used among all the consenting 4th Year MBBS Students of BPKIHS, Dharan, Nepal (324 of 400 responded) of four consecutive years to know about the importance of psychiatry as a subject and different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between three options to each question (from agree, neutral and disagree). Results: The result showed that majority of the students were in favor of vertical integration of the various subjects and admitted the importance of psychiatry as a subject and its knowledge helps them in better understanding of the other subjects included in medical curriculum. Conclusions: Vertical integration of medical subjects may be better than horizontal Integration for teaching and learning as this help students to understand the medical subject’s in a superior way. This study also reveals that as of its importance in the medical curriculum, subject of Psychiatry should be given more emphasis during the undergraduate training period.DOI: http://dx.doi.org/10.3126/jpan.v3i1.11346 J Psychiatrists’ Association of Nepal Vol .3, No.1, 2014: 10-15

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Cunningham, Maria. "Subject-specific CPD." SecEd 2019, no. 16 (November 2, 2019): 30–31. http://dx.doi.org/10.12968/sece.2019.16.30.

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Kaluđerović, Željko. "Arche of Philosophy Teaching in Vojvodina." Pannoniana 3, no. 1-2 (December 1, 2019): 54–69. http://dx.doi.org/10.2478/pannonia-2019-0004.

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Abstract In this paper, the author tries to identify the level of autonomy of Sremski Karlovci Grammar School in creating its curricula, particularly for philosophical subjects, since its establishment in 1791 until 1921. Although it might be considered that the teaching of philosophical subjects, during the first 130 years of the history of Sremski Karlovci Grammar School, automatically followed the changes of curricula, in reality this was not the case. Moreover, it seems that the teaching of philosophy in Sremski Karlovci Grammar School had a specific evolution, relatively independent of implemented curricula, which is confirmed by the analysis of its “Programmes” and “Reports”. For example, even though that there were two different curricula implemented in the school from 1792 to 1825, the same philosophical subjects were taught: Logics and Ethics (they were also taught within curriculum for 1849/50 school year and 1850/51 school year). From 1825 until 1847/8 school year, Logics was probably the only philosophical subject taught in the Grammar School, even though two curricula were implemented in this period as well. In the school year 1853/54 a new curriculum was introduced in Sremski Karlovci Grammar School, according to which the teaching of philosophy subjects was sublimated into one subject, Philosophical Propedeutics. During the following two school years (1854 and 1855) this school subject comprised the lectures on Logics, Psychology, Metaphysics, and History of Logics. From 1856 school year until the end of the analyzed period, only two courses were held on Philosophical Propedeutics: Logics and Psychology. Within these 65 years there were many changes of the names of these subjects, as well as the scope of their teachings, sequences of lectures and literature; however they rarely coincided with changes of curricula, as well as of adopted laws, regulations, and decrees.

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Aziz, Kevin Elmy, Cahyo Crysdian, and Mochamad Imamudin. "Identification of Student Academic Performance in Computer Science Based on Naive Bayes." MATICS 13, no. 1 (March 25, 2021): 33–41. http://dx.doi.org/10.18860/mat.v13i1.9726.

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Jurusan Teknik Informatika is one of the study programs at UIN Maulana Malik Ibrahim. Based on the current curriculum in Jurusan Teknik Informatika, the curriculum refers to the IEEE/ACM Computer Science Curricula 2013. The IEEE/ACM Computer Science Curricula 2013 has a knowledge area classification, which is mentioned in the curriculum as having 18 knowledge areas. The curriculum used in the current technical study program is formulated and determined from the entire content or collection of knowledge in the IEEE/ACM Computer Science Curricula 2013. In the Jurusan Teknik Informatika curriculum at UIN Malik Ibrahim Malang currently there are 76 subjects, 58 of which are Teknik Informatika subjects and 18 others are general subjects. To identify the academic performance of students it is necessary to classify the curriculum in the Department of Informatics Engineering to the knowledge area in the IEEE / ACM Computer Science Curricula 2013. Classification is done using the Naïve Bayes method by calculating the probability of each course of the knowledge area, after it is done classification, data will appear in the form of subject distribution to the knowledge area. After classification, it is necessary to determine the level of contribution of each course that has spread to the knowledge area. This contribution level is entered into the Joint formula with the value of the student transcript to calculate the student's academic performance. Testing is done by comparing the output in the form of knowledge area with the highest performance produced by the program with input in the form of knowledge area from the expert for each student. This research resulted in an accuracy of 78.95% from the results of twenty times experiment.

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Hasani, Aceng, Dase Erwin Juansah, Indah Juwita Sari, and R. Ahmad Zaky El Islami. "Conceptual Frameworks on How to Teach STEM Concepts in Bahasa Indonesia Subject as Integrated Learning in Grades 1–3 at Elementary School in the Curriculum 2013 to Contribute to Sustainability Education." Sustainability 13, no. 1 (December 27, 2020): 173. http://dx.doi.org/10.3390/su13010173.

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This study aimed to develop conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as integrated learning. This study used a mixed-methods research design that consisted of a document analysis, a survey, and a systematic review. To address the aims of this study, we first determined the STEM concepts on basic competencies of a Bahasa Indonesia subject of Grades 1–3 at elementary school level in the curriculum 2013; the recommended teaching and learning strategies in learning STEM concepts integrated into a Bahasa Indonesia subject of Grades 1–3 at elementary school in the curriculum 2013; and the first proposed conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 based on systematic review. The results showed that the conceptual frameworks on how to teach science concepts in a Bahasa Indonesia subject as integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and science concepts as an approach to address goals, and recommends it be taught using reading. The conceptual framework on how to teach technology concepts in a Bahasa Indonesia subject as an integrated learning in Grades 1–3 at elementary school level in the curriculum 2013 consisted of Bahasa Indonesia as the main goal and technology concepts as an approach to address goals, and recommends that it be taught using reading. These findings will be useful to Indonesian teachers and teachers in other countries that have integrated science or STEM concepts in the language subject in their curricula as integrated learning or will use integrated learning in their future curricula to contribute to sustainability education.

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Mandrut, Octavian. "REFERENCE POINTS IN CURRICULUM DESIGN: GEOGRAPHY AS A SCHOOL SUBJECT." Revista de Pedagogie - Journal of Pedagogy LXV, no. 2 (December 31, 2017): 41–59. http://dx.doi.org/10.26755/revped/2017.2/41.

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Mursalim and Hatta. "Inovasi Pengembangan Kurikulum PAI di Sekolah Menengah Pertama Raudatut Tholabah Berbasis Pesantren." Journal of Islamic Education Research 1, no. 02 (June 23, 2020): 1–14. http://dx.doi.org/10.35719/jier.v1i02.23.

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Innovation in the development of the Islamic Education curriculum is important because of the moral decline in various elements of society. This destructive if not responded quickly, precisely, and intelligently can have a negative impact. The purpose of this study is to describe the implementation of innovative curriculum development through curricular and extracurricular activities in pesantren-based Roudhatut Thalabah Middle School. This research is a qualitative method. Data collection uses observation, interview, and documentation techniques. Data analysis uses descriptive qualitative methods. Data validity uses the triangulation of sources and techniques. The results of this study at Tholabah Middle School innovated in developing the Islamic Education curriculum through curriculum integration and collaboration between schools and dormitories. As well as making PAI subjects, in general, a nomenclature of subjects in schools, but PAI learning was developed into a stand-alone subject in the form of the Al-Qur'an, Hadis, Fiqh, SKI, and Akidah Akhlak.

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Boyle, Bill, and Joanna Bragg. "Making Subject Connections: The Cross-curriculum Story." Curriculum and Teaching 25, no. 1 (January 1, 2010): 5–24. http://dx.doi.org/10.7459/ct/25.1.02.

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Jones, Lynn, and Rob Moore. "Equal Opportunities: the curriculum and the subject." Cambridge Journal of Education 22, no. 2 (January 1992): 243–52. http://dx.doi.org/10.1080/0305764920220211.

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Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.

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Pinasti, Intan Indria, Muhammad Rohmadi, and Ani Rakhmawati. "PEMBELAJARAN BAHASA INDONESIA BERBASIS KURIKULUM 2013 ( STUDI KASUS PEMBELAJARAN TEKS ULASAN CERPEN DI KELAS VIII SMP NEGERI 2 NGAWI )." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 6, no. 1 (April 1, 2018): 155. http://dx.doi.org/10.20961/basastra.v6i1.37711.

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This research aimed to describe and explain (1) The planning of Bahasa Indonesia subject based on 2013 curriculum; (2) The learning process of Bahasa Indonesia subject based on curriculum 2013; (3) The problems faced by the teacher in the learning process of Bahasa Indonesia subject based on 2013 curriculum; (4) The solutions to overcome the problems during the learning process of Bahasa Indonesia subject based on 2013 curriculum. This research was a case-study. It carefully captured and observed the learning process of Bahasa Indonesia subject based on the planning, the acting, the result, the problems, and the solutions to overcome the problemsThe results of the research were descriptions of (1) The planning of Bahasa Indonesia subject based on 2013 curriculum; (2) That learning process of Bahasa Indonesia subject based on curriculum 2013; (3) The problems faced by the teacher in the learning process of Bahasa Indonesia subject based on 2013 curriculum; (4) The solutions to overcome the problems during the learning process of Bahasa Indonesia subject based on 2013 curriculum.

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Khan, Farhan Raza. "A Proposed Curriculum for 5-years BDS Programme in Pakistan and its Comparison with the Curricula Suggested by PMDC and HEC." Journal of the Pakistan Dental Association 29, no. 04 (October 31, 2020): 169–71. http://dx.doi.org/10.25301/jpda.294.169.

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In Pakistan, whether to enforce a 4-year BDS course versus a 5-year course, is a matter of debate that warrants multiple deliberations. In USA and Canada, dentistry is 4-year long course but students can apply for admission into dental school only when they have already done 16 years of schooling (i.e. a 4-years of graduate university education is the pre-requisite). On the other hand, In UK & Ireland, students can apply for admission into dental colleges with 12-years of high school education. However, they follow a 5-years BDS programme. Similarly, there is much difference on the emphasis on various subjects taught in the dental programmes. This paper critically appraises the PMDC and HEC advised BDS curricula in Pakistan and suggests an alternative curriculum that is more balanced in terms of subject distribution, assessment and above all contemporary to cater the evolving needs of the dynamic discipline of dentistry. KEYWORDS: Dental; education; curriculum; Pakistan HOW TO CITE: Khan FR. A Proposed curriculum for 5-years BDS Programme in Pakistan and its comparison with the curricula suggested by PMDC and HEC. J Pak Dent Assoc 2020;29(4):169-171.

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Dumitru, Daniela Elena. "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective." International Journal of Sustainability in Higher Education 18, no. 6 (September 4, 2017): 894–907. http://dx.doi.org/10.1108/ijshe-03-2016-0046.

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Purpose This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career. Research limitations/implications As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.

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Hedges, Helen, and Joy Cullen. "Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices." Contemporary Issues in Early Childhood 6, no. 1 (March 2005): 66–79. http://dx.doi.org/10.2304/ciec.2005.6.1.10.

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The concept of ‘subjects' has posed a philosophical dilemma and polarised debate within early childhood education. Consequently, little attention has been paid to teachers' and children's subject knowledge and the role these might play in early childhood curriculum and pedagogy to extend and enhance children's learning. This article reports on a study that explored beliefs and practices about subject knowledge in one kindergarten in New Zealand. The study's findings are analysed from two contrasting perspectives: categories of teacher knowledge and sociocultural theory. The article argues that a contemporary sociocultural view of knowledge has potential within the existing philosophy underpinning early childhood curriculum and pedagogy to recognise and strengthen the position of subject knowledge. Implications for curriculum, pedagogy and teacher education are discussed.

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Mutula, Stephen M. "A Framework for Integrating Information Ethics (IE) in the Curricula for Africa." International Review of Information Ethics 14 (December 1, 2010): 29–38. http://dx.doi.org/10.29173/irie360.

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The debate about embedding information ethics (IE) in the curriculum in Africa is gaining momentum as scholars from developed and developing world engage on the subject. Some research publications are starting to emerge on information ethics in Africa but so far they have been confined to addressing the extent to which information ethics is necessary, who should offer information ethics and why, who should be taught and at what levels, the duration of offering the course/program and the content that should be included in the curriculum. Little attention has been placed on the theoretical framework that should underpin IE curriculum for Africa as well as the sources of IE content for the curriculum. This paper therefore addresses the following issues: rationale for integrating information ethics in the curricula in Africa; theoretical and institutional framework for IE curriculum; potential sources of content for information ethics curricula, challenges of integrating information ethics into the curricula in Africa and prospects for integrating IE into the curricula in Africa.

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Efendi, Ikwan. "DESAIN PENGEMBANGAN KURIKULUM PAI BERBASIS TEACHER AND STUDENT-CENTER." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (April 4, 2018): 25–44. http://dx.doi.org/10.33650/edureligia.v1i2.44.

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Design of curriculum development based Islamic religious education teachers and learners at the center of the learners become imperative applied in the education unit, because the subject is student learning in school. While the teacher becomes a facilitator should be able to direct, guide and a role model for their students. Islamic religious education curriculum development in general should be based on objectives and competencies, the relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objective and democratic. Additionally, in particular the development of Islamic religious education curriculum principle of curriculum objectives, principles of curriculum content, didactic-methodical principles, principles with regard to media and learning resources, and evaluation principles. Keyword: Curricullum Development Design, Islamic Educations, Teacher and Student-Center

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Inpyo Hwang. "The Theory of Morals․Ethics Subject Curriculum Policy: Focused on the 2009 Revised Curriculum." Journal of Moral & Ethics Education ll, no. 37 (December 2012): 147–80. http://dx.doi.org/10.18338/kojmee.2012..37.147.

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Won, Man-Hee, and Hye-Chong Han. "Constructing a Curriculum Framework for ‘Logical Writing’ Subject in Korean High School Curriculum." Journal of Curriculum and Evaluation 18, no. 2 (July 2015): 1–28. http://dx.doi.org/10.29221/jce.2015.18.2.1.

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Taofiki Ajani, Salako. "Synergyzing Tertiary Education Islamic Studies Curriculum for A Sustainable Tomorrow." Ulum Islamiyyah 15 (August 3, 2015): 91–109. http://dx.doi.org/10.33102/uij.vol15no.234.

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Islamic Studies is a subject taught at all the levels of formal education today without prejudice to religious background, belief inclinations or geographical boundries. Its study concentrates on the teaching of some subjects like religious studies in addition to other secular subjects like Languages, Law, Mathematics, Science, History, Philosophy etc. This subject has religious and secular topics in its curriculum content. However in the recent times, the number of students studying this subject in the universities has contniued to decrease across the globe and particularly in Nigeria. This decrease has been a sort of concern to teachers teaching the subject, concerned Muslims and Islamic lecturers in the universities whose jobs are being threatened for lack of students to enroll for the subject in the universities. This study therefore attempted to look into the reasons why students do no longer wish to study the subject in the universities. It was observed that students these days would want to study a course which would gaurantee them future job security and incomes. This study confirmed that Islamic Studies might not be able to guarantee this presently because of the content of the curriculum in use. The study concentrated on lecturers who had been in service for over a decade and analysis of the findings further confirmed that the present curriculum of Islamic Studies needed to be synergized to accommodate practical oriented skills, computer appreciation and Islamic financial courses to make Islamic Studies adequate and worthwhile for study to sustain its tomorrow’s future. This would make the subject more attractive and enable the students acquire practical skills which would make them function more effectively in the society without jeopardising their religious beliefs and practices.

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Ahn, In-Ja, Dong-Jo Noh, Young-Hee Noh, and Sung-Jin Kim. "Competency Based Curriculum Development of Subject Specialist Librarians." Journal of the Korean Society for Library and Information Science 43, no. 1 (March 30, 2009): 333–61. http://dx.doi.org/10.4275/kslis.2009.43.1.333.

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McFerrin, Karen. "ICT, Pedagogy and the Curriculum: subject to change." Technology, Pedagogy and Education 10, no. 1-2 (March 1, 2001): 191–92. http://dx.doi.org/10.1080/14759390100200226.

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Conlon, Tom. "ICT, Pedagogy and the Curriculum: Subject to Change." Improving Schools 5, no. 3 (September 2002): 65–66. http://dx.doi.org/10.1177/136548020200500314.

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Everson, Howard T., Sigmund Tobias, Hope Hartman, and Annette Gourgey. "Test anxiety and the curriculum: The subject matters." Anxiety, Stress & Coping 6, no. 1 (January 1993): 1–8. http://dx.doi.org/10.1080/10615809308249528.

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Hodgson, Kath. "Home Studies: A Subject for the Pastoral Curriculum." Pastoral Care in Education 7, no. 3 (September 1989): 48–52. http://dx.doi.org/10.1080/02643948909470676.

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Sukma, Meita Maharani, Laila Rochmawati, and Fatmawati Fatmawati. "The Methods and Learning Design of English for Specific Purpose for Aircraft Maintenance Engineering Subject in Aviation English." Jurnal Penelitian 4, no. 2 (June 17, 2019): 60–69. http://dx.doi.org/10.46491/jp.v4e2.297.60-69.

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This research discusses about English for specific purposes in particular integration of the methods and learning design in aircraft maintenance engineering subject for cadets in Aviation Polytechnic of Surabaya. Aviation Polytechnic of Surabaya has some specific curricullum of each study programs. The curriculum depends on the major of each study programs. The researchers concern for aircraft maintenance engineering study program in aviation english subject to be researched. The researchers interested to explain the vocabulary subject in Aviation English by deviding into 4 groups, this research offers an example passage of how this can be done and evaluated the passage. Requirements analysis is made and the curriculum is presented on the teaching of vocabulary subject in Aviation English using observation and comparison methods, so the cadets can get and learn the aircraft engineering subject in theory and practice effectively in the classroom and apply it in the world of work. The results of this research is to analyze the progress of the cadets skill using these designs or methods by practicing and exploring their knowledge, we can see the table result of each group in this paper. The cadets can learn many vocabularies and understand the curriculum design of aircraft maintenance engineering subject in Aviation English and organize the material for learning that is appropriate to current conditions.

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Philippou, Stavroula. "The ‘Problem’ of the European Dimension in Education: A Principled Reconstruction of the Greek Cypriot Curriculum." European Educational Research Journal 4, no. 4 (December 2005): 343–67. http://dx.doi.org/10.2304/eerj.2005.4.4.2.

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The European dimension in education has been a term increasingly used by the European Union and the Council of Europe to denote some of their educational policies and initiatives. It has also been a contested term in academic writing, as some researchers critique the elitist, exclusionary and Eurocentric educational implications it may have, while others welcome its pedagogic and intercultural potential. This article explores the possibilities of using the European dimension as a tool to alleviate ethnocentrism and traditional pedagogies in curricula and textbooks. To achieve this, the essay presents some principles which have been used for the development of History and Geography curricula with a European dimension in Greek Cypriot state primary schools in Cyprus. The curriculum development process drew upon the literature around the ‘political’ history of the European dimension, as well as upon academic discussions of social constructivist approaches to the notion of Europe. The principles employed to guide the curriculum development process were structured under the perspectives of curriculum location, content and pedagogy. The curricular location principles were concerned with the European dimension as a cross-curricular innovation, the question of its form within subject-based curricula and of its contextualisation within existing educational localities and contexts. Concerning content, it is proposed that such curricula need to acknowledge the constructedness and fluidity of the frontiers of nation-states and of Europe, the multiplicity and hybridity of identities, as well as Europe's socio-cultural and conflictual past. Finally, the pedagogic principles encourage critical approaches to knowledge, the development of concepts and active learning through cooperation.

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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (June 25, 2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.

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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

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Betkerur, Jayadev. "Curriculum Development and Dermatology Training." Nepal Journal of Dermatology, Venereology & Leprology 15, no. 1 (August 16, 2017): 5–11. http://dx.doi.org/10.3126/njdvl.v15i1.18044.

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Curriculum is an integral part of any educational cycle. Curriculum development is a systematic process involving designing, implementing , evaluating and redesigning. There are different types of curriculums being practiced by institutions. Subject based curriculum is a widely used but competency based curriculum is the best. There is an urgent need to have relook at the existing curriculum as it is beset with many problems. The faculty development (FD) is one factor affecting curriculum development. We need to identify the other issues and address them. Presently Dermatology postgraduate training is more concentrated in imparting more knowledge based learning. Acquiring and assessing skills not included in the program.The curriculum is decades old and does not address the present needs. The classification of diseases can be modified. Evaluation methods have to be structured to assess knowledge and skill. Dermatosurgery, dermatotherapeutics and cosmetic dermatology needs to be added to the curriculum. The teachers , institutions and regulatory authorities to plan strategies to bring about these changes to present to the society a knowledgeable, skillfull,sensitive and ethically correct.

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Wilson, Tom. "Towards an information management curriculum." Journal of Information Science 15, no. 4-5 (August 1989): 203–9. http://dx.doi.org/10.1177/016555158901500403.

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This paper reviews the emergence of the idea of informa tion management, shows how the subject is developing through its own specialized literature and points to the consequences for curriculum development. The curriculum of the MSc in Information Management at Sheffield and the place of the subject in the MBA programme of the School of Management are reviewed. Finally, possible future developments are out lined.

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Reddy, Rajeshwar, and Laxmi Pathak. "Curriculum Integration for Medical and Dental Students." Journal of Universal College of Medical Sciences 9, no. 01 (June 22, 2021): 82–86. http://dx.doi.org/10.3126/jucms.v9i01.37989.

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Many medical and dental colleges have been following a traditional curriculum which is characterized by a discipline/subject wise model, with high degree of division of different subjects into pre-clinical, para-clinical, and clinical branches, without any correlation between the different subjects and topics. As a result, the knowledge gained by students becomes irretrievable and inadequate to apply in clinical situations. Lack of integrated approach to different subjects, during learning period, results in bringing out medical graduates lacking holistic approach toward the patients and the community while practicing medicine. Therefore, there is a need for a revision in medical education, not only in terms of the changes in our knowledge base, but also in terms of the regarding patients, medical practitioners and society in general. Integrated curriculum seeks to break down the barriers between the subject areas i.e., basic and clinical sciences, in order to promote acquisition, retention, and progressive development of knowledge and skills, and facilitate applications of principles and concepts to understand problems and develop problem solving skills. It views learning and teaching in a holistic way and reflects the real world, which is interactive, and helps students to apply their knowledge to their work and to their personal development. This article pertaining to the discipline of medical education makes an attempt to review and discuss the various types of curriculum and its integration for MBBS and BDS students.

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Logutina, Natalia, and Lydmila Lebed. "THE PROBLEM OF PROFILE EDUCATION IN PEDAGOGICAL THEORY AND PRACTICE IN THE HIGHLY DEVELOPED COUNTRIES." International Humanitarian Journal – Sophia Prima: dialogue of eternal recurrence 2, no. 1(3) (2020): 39–47. http://dx.doi.org/10.34170/2707-370x-2020-39-47.

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The article deals with the prоblem of prоfile education in pedagogical theоry and practice оf developed countries of the world, analyzes the level of education and preparation of students to the process of obtaining professional skills in higher education institutions. Specific training programs have been identified and thoroughly reviewed, a list оf subjects has been studied and the number of hours has been allocated according to the wishes and areas of education of the various educational systems. The authors of the article examined and analyzed the problem оf prоfile training in several countries. For example, in the USA, France, Germany and Israel public schооls, there may be several curriculum options that are based on a basic curriculum, based оn the age characteristics оf the students and the number of hours taught. The schools themselves choоse the curricula, taking into account the specific cоmposition of the students. For each subject, a curriculum is developed that defines its cоntent, sections, topics, types of wоrk, illustrative material, etc. Keywords: professional education, curriculum, specific training programs, science, prоfile training, social studies, comprehensive schools, public schools profile education, pedagogical analyses, education, various educational systems, cоntent, sections, topics, types of wоrk, high school, curricula, integration apprоach, mоdules, constructing educational cоntent, educatinal area - academic or professional.

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Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English." Research in Education 103, no. 1 (May 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.

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Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of ‘powerful knowledge’ and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies.

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Berková, Kateřina, Kristýna Krejčová, and Jaromír Novák. "STUDENTS' ATTITUDES TO SELECTED SUBJECTS IN SECONDARY ECONOMIC EDUCATION." Problems of Education in the 21st Century 78, no. 1 (February 12, 2020): 9–23. http://dx.doi.org/10.33225/pec/20.78.09.

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Students’ motivation is one of the key factors that determine their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students’ subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students’ attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue) at business academies. It analyzes the data from the questionnaires using the Spearman Correlation Coefficient, the non-parametric Kruskal-Wallis test and the modification of Tukey’s method for multiple comparisons. The results show that the popularity of a school subject significantly correlates with its curriculum contents attractiveness and practical importance. However, the difficulty of school subjects did not influence their popularity in a negative way, which opens several questions for further research in the area. Keywords: economic education; students’ attitudes; motivation in economic school subjects; school subject popularity; school subject difficulty.

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Gjems, Liv, and Inge Vinje. "Teaching Future Teachers in the Subject of Pedagogy." Journal of Educational Issues 1, no. 1 (May 12, 2015): 19. http://dx.doi.org/10.5296/jei.v1i1.7591.

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In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.

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Adekunbi Ojo, Tinuade, and Refentse Mathabathe. "An Investigation into the Effectiveness of the Curriculum and Assessment Policy Statement (CAPS) in South African Schools." International Journal on Integrating Technology in Education 10, no. 2 (June 30, 2021): 23–38. http://dx.doi.org/10.5121/ijite.2021.10203.

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The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.

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Journal articles on the topic 'Curriculum subject'

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