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Relevant bibliographies by topics / Science education|Curriculum development

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Academic literature on the topic 'Science education|Curriculum development'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Science education|Curriculum development"

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

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Given the emerging nature of the knowledge management (KM) profession and the differing schools of thought on KM by academics and practitioners, designing a curriculum in KM poses substantial challenges. One of these challenges is to be able to determine the optimal mix of subjects from the various disciplines that best meets the objective of developing the requisite professional competencies of knowledge professional. A two-pronged methodology was adopted for this study comprising a survey research to gather perceptions on KM and KM education as well as an investigation of relevant web sites on the Internet for existing postgraduate programs. The latter was used to support a comparative review of the courses' objectives and curriculum, where available. The study established that the adoption of KM in Singapore was most significant in large organizations and the public sector. However, there were differing perceptions as to who in an organization should be responsible for KM and what full-time KM roles should be in-scaled. Nonetheless, the findings did suggest that there is a potential market for knowledge professionals and reinforced the fact that KM is indeed interdisciplinary and drew upon the theories and practices of a number of disciplines such as information technology, information science, communication, business, and management.

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Abdel Radi, Prof Dr Nahed. ""STEM" Curriculum for Physics Education and Science Fiction Development." Journal of Research in Curriculum Instruction and Educational Technology 6, no. 2 (2020): 159–66. http://dx.doi.org/10.21608/jrciet.2020.80186.

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Yeşilpınar Uyar, Melis, Tuba Demirel, and Ahmet Doğanay. "DEVELOPMENT OF PRE-SERVICE TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY." Journal of Baltic Science Education 17, no. 4 (2018): 728–41. http://dx.doi.org/10.33225/jbse/18.17.728.

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In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers’ understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers’ understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants’ lack of skills and knowledge about the subjects related to “nature of scientific models, nature of observations and values guiding scientists in their work and social lives” included in the content of nature of science. In addition, it was revealed that the pre-service teachers’ lack of readiness made the implementation process difficult. Key words: curriculum development, interdisciplinary curriculum, nature of science, teacher education.

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Jonāne, Lolita. "The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education." Journal of Teacher Education for Sustainability 9, no. 1 (2008): 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.

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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

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Apriyani, Risa, Adi Bandono, Joko Purnomo, and Sunarta Sunarta. "DEVELOPMENT STRATEGY OF EDUCATION CURRICULUM IN STTAL." JOURNAL ASRO 10, no. 3 (2019): 99. http://dx.doi.org/10.37875/asro.v10i3.165.

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In the era of the industrial revolution 4.0, the preparation of mastery of maritime technology and the preparation of human resources is the urgency of the Navy's education. STTAL as one of the Navy's educational institutions has a strategic role as a producer of the Navy's human resources capable of merging themselves in technological development. Demands for the development of science and technology that are so fast affect the development of modernization of technology in the rank of maritime technology and graduate qualifications, it is necessary to make adjustments by conducting an evaluation and development in the education curriculum. A concrete step in addressing this requires a strategy to develop STTAL education curriculum in response to scientific vision, efforts to achieve graduate qualifications expected in accordance with societal needs and stakeholder needs. With SWOT analysis, a matrix will be obtained which shows the strengths and weaknesses as well as opportunities and threats which will later be used as a reference to make the right and appropriate strategies.Keywords: SWOT Analysis, STTAL Education Curriculum, Industrial Revolution 4.0

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Arfandi, Arfandi, and Munif Shaleh. "TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM." Edupedia 2, no. 2 (2018): 63–71. http://dx.doi.org/10.35316/edupedia.v2i2.332.

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The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

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Kazakeviciute, Agne, Renata Urbone, and Monika Petraite. "Curriculum development for technology-based entrepreneurship education." Industry and Higher Education 30, no. 3 (2016): 202–14. http://dx.doi.org/10.1177/0950422216656050.

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University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.

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Arifi, Ahmad, and . "The Development of Islamic Religion Education Curriculum at University Seen From the Perspective of Maqashid." International Journal of Engineering & Technology 7, no. 2.29 (2018): 1166. http://dx.doi.org/10.14419/ijet.v7i2.29.15151.

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In this present globalization era, many fields of changes occur, especially in education field which runs rapidly and dynamically. An individual’s science, technology, and competence will quickly obsolete it they are not upgraded. Thus, it is required education curriculum development, especially Islamic Religion Education so that they are able to answer era challenge. This study is aimed to explain the development of Islamic Religion Education (IRE) curriculum development at universities seen from the perspective of Maqashid. In this context, curriculum development which is based on maqashid is a curriculum development based on maqashid is a curriculum development which is based on contextual objective which adapt dynamic era development that is a curriculum which is able to cover various recent developments and objective which direct learners to the natural benefit (rahmatan lil alamin). Research method which is utilized is natural qualitative. This research has been successful to collaborate philosophical base of curriculum development of Islamic Religion Education Study Program seen from maqashid perspective. This research concludes that the development of curriculum of Islamic Religion Education at Tarbiyah and Teachers Training Science Faculty, UIN Sunan Kalijaga orients on values of rahmatan lil ‘alamin manifested in three things: First, the study program vision has possessed value philosophy which supports the achieved civil society through interconnection integration of science in the context of developing world peace and civilization. Second, preparing learners to be able to fulfill national qualification standard by developing curriculum which refer on Indonesian Qualification Framework (IQF) and High Education National Standard (SNPT) and fulfill University International Qualification, which is ASEAN University Network-Quality Assurance (AUN-QA). Third, preparing learners to have open attitude, live in harmony in the multicultural society and able to behave cooperatively in maintaining morality values.

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Lyon, Liz, and Eleanor Mattern. "Education for Real-World Data Science Roles (Part 2): A Translational Approach to Curriculum Development." International Journal of Digital Curation 11, no. 2 (2017): 13–26. http://dx.doi.org/10.2218/ijdc.v11i2.417.

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This study reports on the findings from Part 2 of a small-scale analysis of requirements for real-world data science positions and examines three further data science roles: data analyst, data engineer and data journalist. The study examines recent job descriptions and maps their requirements to the current curriculum within the graduate MLIS and Information Science and Technology Masters Programs in the School of Information Sciences (iSchool) at the University of Pittsburgh. From this mapping exercise, model ‘course pathways’ and module ‘stepping stones’ have been identified, as well as course topic gaps and opportunities for collaboration with other Schools. Competency in four specific tools or technologies was required by all three roles (Microsoft Excel, R, Python and SQL), as well as collaborative skills (with both teams of colleagues and with clients). The ability to connect the educational curriculum with real-world positions is viewed as further validation of the translational approach being developed as a foundational principle of the current MLIS curriculum review process

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E. Childs, Peter. "Curriculum development in science - past, present and future." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (2015): 381–400. http://dx.doi.org/10.31129/lumat.v3i3.1036.

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Science only became a recognised school subject at the end of the 19th century. The study of science subjects remained an elitist pursuit until the mid-late 20th century, but it is now seen as a core subject in many countries, especially in the junior secondary cycle. Since the 1950s there have been major reforms in science education – in the USA, UK and other countries – with a shift away from a focus on content and prescribed practical work, to emphases on inquiry (thinking and working like scientists) and the social aspects of science (in the STS and context-based movements) and on the nature of science (history and philosophy of science). The talk will trace the evolution of the school science curriculum, with a focus on the UK and Ireland, and in particular the changing fortunes of discovery/inquiry science, whose latest incarnation – inquiry-based science education IBSE), is currently in vogue, particularly in Europe. Different science curricula have had different balances between the needs of science and scientists, of students, and of society. In addition, there have been at least three main paradigms underlying school science curricula:the facts and concepts of science (content);the nature and processes of science (conduct or process);the applications of science in society (context).Modern curricula rightly consider that all these aspects are important, although each one has produced its own version of school science, where its emphasis is dominant. The prevailing trend is to integrate all three aspects into science curricula, whether as combined science or single sciences, designed both for the needs of future science specialists and for citizens. Apart from the social and economic demands on science curricula to deliver benefits for society and the economy, the other major influence in the last 40 years or so has been the growth of science education research, and the demand that reforms in science curricula and classroom practice be evidence-based.

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Dissertations / Theses on the topic "Science education|Curriculum development"

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Purohit, Kiran Dilip. "Science Teacher Decision-Making in a Climate of Heightened Accountability| A Rhizomatic Case Study Analysis of Two Science Departments in New York City." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278301.

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<p> Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers’ beliefs about science, their understandings of school-level accountability and testing measures, and their perspectives on the adolescent students they teach. This study addresses the need to understand how teachers consider multiple forces in their enactment of science curriculum.</p><p> The purpose of this study was to explore the ways that discourses around accountability, science, and science education emerge in the narratives around teachers' decision-making in secondary science classrooms. Using a case study approach, I worked at two school sites with two pairs of science teachers. We established criteria for critical incidents together, then teachers identified critical decision-making moments in their classrooms. We analyzed those incidents together using a consultancy protocol, allowing teachers to focus their thinking on reframing the incidents and imagining other possible outcomes.</p><p> Using post-structuralist rhizomatics, I assembled analyses of teachers’ discussions of the critical incidents in the form of dramatization—scenes and monologues. I then developed two major interpretive strands. First, I connected teachers’ sense of having “no time” to blocs of affect tied to larger discourses of national security, teacher accountability, and the joy of scientific discovery. Second, I demonstrated how teachers’ concern in following logical pathways and sequences in science relates to the imposition of accountability measures that echo the outcomes-driven logic of the learning sciences. Across both interpretations, I found accountability to be complex, multidirectional, and unpredictable in how it works on and through teachers as they make decisions.</p><p> Research in this area has important practical implications in the fields of professional development, curriculum development, and school change. As more states (including New York) adopt standards derived from the Next Generation Science Standards (NGSS), the importance of privileging teachers’ investment and critical decision-making in the process of new curriculum development is vital. I suggest that tools like video-based coaching and consultancy protocol discussions support this kind of thoughtful curricular change.</p><p>

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Tobler, Emily. "A Needs Assessment of Arizona Agricultural Education Equine Science Curriculum." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7294.

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Like any other agricultural industry, many different career paths in the equine field are becoming more technologically advanced. To adapt to technological progress, current standards need to be integrated into school-based agricultural education courses to properly train and teach students about current industry standards. In addition to equine science curriculum development, emphasis must also be focused on providing assistance to secondary-school-based agriculture teachers so they can effectively teach industry-based equine science objectives in their programs. The equine curriculum objectives were measured in terms of perceived importance by equine professionals and post-secondary equine educators as well as Arizona school-based agriculture teachers. Further, the Arizona school-based agriculture teachers indicated their self-perceived ability to teach the objectives. Demographics for each group (equine industry professionals and Arizona school-based agriculture teachers) were also collected. A Borich needs assessment was calculated to prioritize areas needed for professional development of school-based agriculture teachers. Recommendations include the importance of bringing secondary-school-based agricultural education equine science curricula in line with industry standards. Further, providing professional development to secondary-school-based agriculture teachers is key to increasing teachers’ competence and ability to teach industry-based equine science.

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Jones, Gail M., Laura Robertson, Grant E. Gardner, Sharon Dotger, and Margaret R. Blanchard. "Differential Use of Elementary Science Kits." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/763.

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The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed.

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Silber, Allie. "High School Biology Through an Education for Sustainability Lens| A Curriculum." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10000330.

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<p> To prepare students to disentangle the complicated environmental, social, and economic challenges exacerbated by the previous generation and propose effective solutions, they need to be taught the necessary knowledge and skills. Education for Sustainability (EfS) is one such modality. Organizations such as the Cloud Institute for Sustainability Education, Shelburne Farms, and the US Partnership for Education for Sustainable Development have opened the doors for EfS in the K-12 education system; however, curriculum to address these standards has not yet fully been developed. Furthermore, EfS curriculum that aligns to state and national standards needs to be written so that teachers can then use it in their courses and cultivate systems thinking skills in all learners. The primary objective of this project is to propose a high school level biology curriculum that uses an EfS lens to enhance core science content. A comparison of five EfS curricular frameworks was conducted and the Cloud Institute for Sustainability Education’s EfS Standards & Performance Indicators was selected as the primary reference for the sustainability lens of the forthcoming curriculum. The proposed high school biology curriculum focuses on two Next Generation Science Standards themes: Interdependent Relationships in Ecosystems and Natural Selection and Evolution. This curriculum integrates many EfS themes. The dynamics of systems and change and inventing and affecting the future are the two most prominently explored EfS themes in the curriculum. </p>

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Deniz, Hasan. "Exploring the components of conceptual ecology mediating the development of nature of science views." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297109.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.<br>Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0487. Adviser: Valarie L. Akerson.

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Spuck, Timothy S. "What do Astronomers Do| A Survey of U.S. Astronomers' Attitudes, Tools and Techniques, and Social Interactions Engaged in through their Practice of Science." Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10616586.

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<p> Astronomy is one of the oldest STEM enterprises today. It is a discipline through which technology has been advanced, as well as our understanding of the universe. Further, astronomy is a gateway science that inspires the imagination of young learners, and can be used to promote STEM careers. In order to advance the astronomy enterprise, we must maintain an informed citizenry. The practice of astronomy has changed over time; astronomy today is much different than it was 50 years ago. In an effort to identify the current practice of astronomy, or what it is that today’s astronomers do, 478 U.S. astronomers participated in the study focusing on their engagement in three areas of scientific practice; science attitudes, tools and techniques, and social interactions. In addition, astronomers’ perceptions about career choice, work-related activities they engage in, motivations for doing astronomy, and changes needed in education were also explored. Data were collected over a 3-month time period via an online survey and telephone interviews. Data provided by survey participants provides a solid foundation from which findings and conclusions are drawn. Today’s population of astronomers is largely white, male, and older, however moving toward gender balance. The population as a whole places great importance on the practice of attitudes such as thinking critically, respecting the evidence, honesty, and objectivity. Unlike many might think, astronomers spend little time at the telescope collecting data, but rather the vast majority of their time is spent working at a computer. Further, engaging in administrative duties, writing, use of mathematics, searching for funding, mentoring others, and collaborating with colleagues are all critical tools/techniques and social skills in the practice of astronomy today. Finally, pop culture and personal experience plays a significant role in attracting individuals to a career in astronomy, and exploration and uncovering that which is unknown, the thrill of discovery, is what keeps them motivated. This study identified and quantified the activities in which professional astronomers engage, and the findings can be used to design formal and informal learning experiences K through adult to more closely reflect the science of astronomy and the people who engage in the practice.</p><p>

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Manat, Boonprakob Kennedy Larry DeWitt. "The development of a curriculum model for teaching science in secondary schools in Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510421.

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Thesis (Ed. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed March 23, 2006. Dissertation Committee: Larry D. Kennedy (chair), Robert L. Fisher, Michael A. Lorber, John R. McCarthy. Includes bibliographical references (leaves 116-132) and abstract. Also available in print.

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Nass, Jennifer Johanna 1969. "The Manduca Project for middle school: The development and pilot testing of a new science curriculum." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288836.

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This dissertation describes the development and pilot-testing of a new science curriculum called THE MANDUCA PROJECT for Middle School. The curriculum was developed in accordance with The National Science Education Standards through the cooperative efforts of a diverse group of people; three middle school science teachers, two undergraduate biochemistry majors, a multi-cultural curriculum specialist, and an entomologist with a minor in Teaching and Teacher Education. This group worked during a four week summer workshop, producing the framework for an inquiry-driven science curriculum built around investigations of Manduca sexta, or the tobacco hornworm. In the school year following the development of THE MANDUCA PROJECT for Middle School, the curriculum was pilot-tested in seven sixth grade classroom at two different middle schools. The study objectives were three-fold; first, to determine if the curriculum had any effect of students' science attitude, second, to determine if the curriculum had any effect on students' science process skills acquisition, and third to determine if the curriculum had any effect on students' science process skills acquisition. Results of the study indicated no measurable post-treatment effect on science attitude, a small post-treatment improvement in science concept acquisition, and dramatic post-treatment improvements in science concept acquisition.

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Alsubhi, Alaa. "Saudi Science Teachers’ Perceptions of the Effectiveness of the Saudi Arabian Ministry of Education’s Professional Development Program." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1595162069501287.

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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about their learning processes, experiences, and outcomes.

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Books on the topic "Science education|Curriculum development"

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Peter, Taylor, and Food and Agriculture Organization of the United Nations., eds. Participatory curriculum development in agricultural education: A training guide. Food and Agriculture Organization of the United Nations, 1998.

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Babaci-Wilhite, Zehlia. Language, development aid and human rights in education: Curriculum policies in Africa and Asia. Palgrave Macmillan, 2015.

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Gabriele, Göttelmann-Duret, Lewin Keith, and International Institute for Educational Planning., eds. Science education and development: Planning and policy issues at secondary level. Pergamon, 1996.

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Blackmore, Christine. Taking responsibility: Science and technology. Pluto Press in association with WWF UK, 1994.

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Kinyanjui, Kabiru. Secondary school education for girls in Kenya: The need for a more science-based curriculum to enhance women's greater participation in development. Institute for Development Studies, University of Nairobi, 1988.

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Dunnachie, Betty. The management of school-focussed [sic] curriculum development: An evaluation of the role of the advisory teacher for primary science in one Local Education Authority. [University of Surrey], 1989.

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Dudley L.E.A. Physical Education Working Party. Physical education in the national curriculum: a development of the B.A.A.L.P.E. framework: An interim report submitted to the Secretaries of State forEducation and Science and for Wales. Dudley Metropolita Borough, 1989.

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Duschl, RichardA. Restructuring science education: The importance of theories and their development. Teachers College Press, 1990.

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Redmond, Georgine M. Community-based nursing curriculum: A faculty guide. F.A. Davis Co., 2002.

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Redmond, Georgine M. Community-based nursing curriculum: A faculty guide. F.A. Davis Co., 2002.

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Book chapters on the topic "Science education|Curriculum development"

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Eilks, Ingo, and Avi Hofstein. "Curriculum Development in Science Education." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_13.

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Kubitskey, Beth, Barry Fishman, Heather Johnson, Kirsten Mawyer, and Daniel Edelson. "Curriculum-Aligned Professional Development for Geospatial Education." In Teaching Science and Investigating Environmental Issues with Geospatial Technology. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-90-481-3931-6_10.

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Kanapathy, Suganty, Khai Ern Lee, Mazlin Mokhtar, Subarna Sivapalan, Sharifah Zarina Syed Zakaria, and Azizah Mohd Zahidi. "Enculturing Sustainable Development Concept Through Chemistry Curriculum for Education for Sustainable Development." In Advances in Science, Technology & Innovation. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34568-6_5.

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Zoller, Uri. "Research Based Evaluation in HOCS-Oriented Science Education and Curriculum Development." In Research in Science Education in Europe. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9307-6_23.

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Vera Cruz, A. C., P. E. Madden, and C. K. Asante. "Toward Cross-Cultural Curriculum Development: An Analysis of Science Education in the Philippines, Ghana, and the United States." In Intercultural Studies of Curriculum. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60897-6_3.

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Wang, Li. "An IL Integration Model and Its Application in Curriculum Integration and Staff Development in Higher Education." In Communications in Computer and Information Science. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_12.

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Eylon, Bat-Sheva, and Avi Hofstein. "Curriculum Development." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_148.

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Eylon, Bat-Sheva, and Avi Hofstein. "Curriculum Development." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_148-1.

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Akpan, Ben. "Science Curriculum Development Initiatives." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_14.

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Ogborn, Jon. "40 Years of Curriculum Development." In Research and the Quality of Science Education. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_5.

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Conference papers on the topic "Science education|Curriculum development"

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Haga, Wayne, and Janos Fustos. "Weaving a Web Development Curriculum." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2495.

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Faculty in the Computer Information Systems department at the authors’ institution is in the process of developing a new Computer Information Systems degree with several areas of emphasis. One of the proposed areas of emphasis will be to prepare students for a career as a web developer. As part of the curriculum development process, the authors collected data regarding the current demand for web developers, the education level requested, salaries, and the specific skills employers are demanding. The research process included reading and recording the education level, experience, and specific skills employers are requesting for hundreds of jobs that have been posted on the Internet within the last few months. Additionally, data was gathered from other sources including courses and programs offered at other institutions of higher education. Using this data, a model curriculum for a degree leading to a career in the field of web development is proposed.

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Tatnall, Arthur, and Bill Davey. "Curriculum Development in the Informing Sciences: Ecological Metaphor, Negotiation or Actor-Network?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2579.

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Change in higher education information systems, and other informing science curricula is inevitable. This paper offers a brief consideration of three different models that can be used to describe how this change occurs. Most curriculum texts give prime consideration to approaches to curriculum change based on research, development and diffusion models, and the paper outlines some objections to the application of models of this type to describing how university curriculum in the informing sciences is built and rebuilt. It offers instead three alternate models; one based on an ecological metaphor, another on curriculum negotiations and the third on innovation translation from actor-network theory, to describe how this process occurs. This is a theoretical paper that does not advocate one model over another, and does not propose the use of any one of these models in devising a new curriculum. It is concerned only with obtaining a better understanding of how this complex process occurs.

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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.

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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.

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Prehanto, Adi, Haryono Haryono, and Tri Raharjo. "A Curriculum Development of Coffee Barista Education." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303690.

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Ugwu, Alvin U. "LOCATING EVIDENCES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN SUB-SAHARAN AFRICAN SCIENCE AND TECHNOLOGY EDUCATION CURRICULAR: A COMPARATIVE ANALYSIS OF NIGERIAN AND SOUTH AFRICA." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.133.

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This research explores the integration of Education for Sustainable Development in the Science and Technology School Curriculum Documents of the Sub-Saharan African giant nations (Nigeria and South Africa) through a comparative analysis. The paper supports that Sustainable Development is a key in a present-day Science and Technology school curricula, given the global economic, social, cultural and environmental imperatives. The study suggests that science and technology curriculum should be a critical transformative tool towards integrating and fostering Sustainable Development in developing countries. Keywords: education for sustainable development, sustainable development, Sub-Saharan Africa.

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Xianning, Chen, and Li Dehua. "Entrepreneurship Education in Guangxi Universities Curriculum Development Inquiry." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.122.

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Gadalla, Mohamed A. "Innovation in Curriculum Development for Manufacturing Education." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66372.

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To obtain a degree in manufacturing, students traditionally faced with a decision to either join a manufacturing engineering or manufacturing technology program. Normally they make their decision based on several factors such as: the employability at that time, degree of difficulties, the degree plan and its suitability to their current living style, etc. One of the main factor that has a large weight in making their decision is the amount of math. involved in each degree. Students with less desire to get involved in the theoretical engineering science normally join the technology track while the rest join the engineering track. In this research a new degree called manufacturing engineering Technologies is proposed. The purpose of the new degree is to produce a super quality graduate who is capable of handling both the theoretical and the practical aspects in the manufacturing environment. This degree is not intended to compromise between manufacturing engineering and manufacturing technology, it is rather intended to generate a higher quality graduate. Traditionally, manufacturing engineering education focuses on the theoretical, mathematics, and experimentation aspect while manufacturing technology focuses on how to use, mange, maintain the different engineering tools and systems. The proposed degree is intended to produce a graduate that is capable of handling the theoretical and the practical issues very well. The expected performance of this graduate is to be a leader in product and system R&D, cost reduction and innovation initiatives.

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Wang, Pu, Yaoyao Yang, Ke Wang, Haojun Zhuo, and Dengguang Yu. "Arrangement of Curriculum Group for Systematic Education in Materials Science and Engineering." In Proceedings of the 2019 3rd International Conference on Economic Development and Education Management (ICEDEM 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icedem-19.2019.73.

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Conner, Lindsey. "Integrating STEMM in Higher Education: a proposed curriculum development framework." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11058.

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Educational systems around the world are trying to grapple with the need forexperts in science, technology, engineering, mathematics and medicine (STEMM),who have expert knowledge and combined skills for working in collaborativeteams to find solutions to local and global issues. Employers seek disciplinaryexperts as well as people who can act as connectors for groups and ideas and whoshare and communicate them effectively. Integration of the STEMM disciplineswithin teaching programmes is in its infancy, but there is recognition for providingextraordinary experiences in learning that develop collaboration and synthesis ofdivergent ways of thinking. A framework is presented for designing integratedSTEMM course work in higher education. It includes authentic, student-centered,evidence-based, inquiry, problem-based learning through situated, immersive andexperiential approaches that can support the deliberate development of skills forintegrating thinking, problem-solving and for creating humanistic solutions forlocal and global issues.

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Viriansky, Z. Y., and Y. A. Raychuk. "Quality assurance in education at the stage of curriculum development." In 2015 IV Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations). IEEE, 2015. http://dx.doi.org/10.1109/ivforum.2015.7388262.

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Reports on the topic "Science education|Curriculum development"

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Manwell, James. Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report. Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1336633.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.

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