Development of Curriculum Standards for Linking the Nuri - Primary School Curricula

2021 ◽  
Vol 39 (3) ◽  
pp. 165-191
Author(s):  
Seung-Hee Sung ◽  
Hoo-Ju Hong
Keyword(s):  
Primary School ◽  
Curriculum Standards ◽  
School Curricula

scholarly journals “Who to Cultivate?”: A Study on the Changes in Primary School Language Education Goals in the Curriculum Documents

2021 ◽  
Vol 5 (12) ◽  
pp. 119-122
Author(s):  
Fei Geng ◽  
Cuilan Zhao
Keyword(s):  
Primary School ◽  
Language Education ◽  
Curriculum Standards ◽  
Chinese Education ◽  
National Characteristics ◽  
Education Goals ◽  
The Times ◽  
Internal Evolution

What kind of person is the root of education? What kind of person embodies the essence of education and the direction of education? The goal of education cannot be solved without specific courses and disciplines. This study is carried out to characterize the Chinese curriculum standards (syllabus), review the founding of New China over 70 years of primary school Chinese curriculum, and outline an education picture from the “curriculum” itself to “individual students,” from “single” to “compound,” and from “present” to “future.” It has been concluded that the pursuit of national characteristics, the exploration of a wholesome personality, and the prospect of new people of the times are the internal evolution logics of primary school Chinese education.

scholarly journals THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN

2021 ◽  
Vol 20 (3) ◽  
pp. 507-518
Author(s):  
Lihui Sun ◽  
Liangbo Li
Keyword(s):  
Primary School ◽  
Cognitive Demand ◽  
School Science ◽  
Third Grade ◽  
Curriculum Standards ◽  
Science Textbooks ◽  
Significant Alignment ◽  
Alignment Model ◽  
China And Japan ◽  
Primary School Science

This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?

1997 ◽  
Vol 13 ◽  
pp. 27-36 ◽  
Author(s):  
Julie Clark ◽  
Terry Harrison
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Educational Outcomes ◽  
New South ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
South Wales ◽  
Significant Attention ◽  
School Curricula

AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

scholarly journals How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education

2020 ◽  
Vol 12 (24) ◽  
pp. 10647
Author(s):  
Melita Mokos ◽  
Giulia Realdon ◽  
Ivana Zubak Čižmek
Keyword(s):  
Primary School ◽  
Integrated Approach ◽  
Educational Interventions ◽  
School Level ◽  
Marine Science ◽  
School Students ◽  
Educational Activities ◽  
Ocean Literacy ◽  
Ocean Science ◽  
School Curricula

Even though the ocean is a defining feature on Earth that regulates climate and provides oxygen, food, and jobs, students still have low to moderate marine and ocean literacy knowledge. Ocean literacy is an understanding of the ocean’s influence on people and people’s influence on the ocean. It is an emerging need necessary for ensuring the sustainability of the ocean and its resources. The UN has declared a Decade of Ocean Science for Sustainable Development, and one of the priority research and development areas is ocean literacy. Unfortunately, marine science and ocean literacy topics are poorly represented in school curricula across the world. This study presents the level of marine knowledge in a sample of primary school students before and after different themed non-formal educational interventions and the effect of non-formal educational activities on students’ knowledge. These activities led to significant increase in the knowledge level three weeks after they were performed, indicating the retention of gained information. Performed educational activities and knowledge transfer from graduate level to primary school level significantly increased the level of students’ knowledge, and consequently ocean literacy, and revealed some of the learning misconceptions. Results of this study show that there is a need for an integrated approach to the teaching of Ocean Literacy starting from the early grades by combining teacher’s professional development, strengthening ocean-related topics in school curricula, and promoting non-formal educational activities.

Integrating Soil Science into Primary School Curricula: Students Promote Soil Science Education withDig It! The Secrets of Soil

2016 ◽  
Vol 80 (4) ◽  
pp. 831-838 ◽  
Author(s):  
Andrew J. Margenot ◽  
Katelin Alldritt ◽  
Susan Southard ◽  
Anthony O'Geen
Keyword(s):  
Science Education ◽  
Primary School ◽  
Soil Science ◽  
School Curricula

scholarly journals CAN SCIENCE BE REALLY FOR EVERYBODY?

2006 ◽  
Vol 3 (3) ◽  
pp. 4-4
Author(s):  
Martin Bílek
Keyword(s):  
Science Education ◽  
Primary School ◽  
Natural Science ◽  
Ministry Of Education ◽  
Integrated Instruction ◽  
Integrated Science ◽  
The Core ◽  
The Subject ◽  
School Curricula ◽  
Discussion Topic

Integrated instruction, integration in education, education from the point of integrated view – these and other topics are being discussed together with creating curricula and have influenced school education in numerous countries. They are connected either to the pursuit of finding undifferentiated view on the nature, or to the reduction of lessons in curricula in the framework of Ministry of Education economical measures. The topic of the Science education integration is being influenced by populist ideas without any professional ground in those countries where the subject Science still does not belong to the primary school curricula (Grades 1 – 5). Excited discussions of both supporters and opponents of integrated science education often result in misunderstandings when speaking about preferring of integration or forestalling of early differentiation of natural science knowledge. The core of misunderstanding often lies in the exact setting of the discussion topic.

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