STEM professional development programs for science and mathematics primary school teachers: A systematic literature review
Afizal Abd GhaniRoslinda RosliZanaton H. IksanLilia HalimKamisah OsmanSiti Mistima MaatSiti Nur Diyana MahmudMuhammad Sofwan MahmudAzmin Sham RambelyAh Nam Lay
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In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child’s full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.The paper analyzed three PE curriculum paradigms,namely pre-modern paradigm,modern paradigm and post-modern paradigm. The relative representative PE curriculum model includes the ancient Greece PE curriculum,new physical education curriculum and the movement education curriculum respectively. At present we are undergoing the paradigm change from modern curriculum to post-modern curriculum. It emphasizes the evolving physical activity and the vivid experience of the students.
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Physical Education
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This study aimed to compare elementary curricula of Washington State in the U.S. and Korea, focusing on Bennett"s Goals of a Multicultural Curriculum. For this purpose, the elementary social studies curriculum of Washington State and elementary curricula of three subjects(social studies, moral education, and integrated subjects) in Korea were compared according to the goals of a multicultural curriculum. The main results of this study were as follows. First, the percent of total grade level expectations of the Washington State Curriculum related to the goals of a multicultural curriculum were higher than that of total achievement standards of Korean curricula. Second, there were similarities and differences between the curricula of Washington State and Korea according to the goals of a multicultural curriculum. For example, there was no achievement standard related to developing multiple historical perspectives in Korean curricula. Third, there were differences between the curricula of Washington State and Korea related to several goals of a multicultural curriculum according to grade cluster. Based on the results, implications for developing a multicultural curriculum in Korea were discussed.
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Nowadays,curriculum reform is being carried on in many universities to meet with the global,marketing and informational challenges.There are some paradoxes in the course of university curriculum reform which should be properly handled,which mainly include:the transplanting curriculum and national curriculum;the global curriculum and local curriculum; the innovation curriculum and traditional curriculum;the instrumental value and humanistic value;the stable teachers and mobile teachers;the scientific planning and free competition;the modern teaching means and traditional approaches.
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School curriculum system is a well-structured,relatively stable system of procedures,processes and regulations formed or developed in school and abided by all staff,representing the value of school education.Constructing school curriculum system is both an inherent requirement of curriculum reform and prerequisite of implementing the teaching ideas of the new curriculum reform.Our country has long been adopting a highly uniformed and centralized curriculum management system,which leaves school curriculum system construction an unexplored or under-explored area.Research into school curriculum system construction is of great significance.school curriculum system construction includes curriculum planning,curriculum development,curriculum implementation,curriculum management,curriculum evaluation,school-based teaching and research and so on.
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Understanding by Design
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Under the background of current curriculum reform,it is necessary for schools to synthe- size the country curriculum,local curriculum and school-based curriculum into an orderly and highly effective school curriculum system.One of the important tasks is the design of school curriculum structure,which needs to follow the basic idea:to bring the school curriculum system into the development prospect of the school;to actually and successfully handle the relation among the country curriculum,local curriculum and school-based curriculum;fully consider the limitation of curriculum; attach importance to the order of design.After synthesis,the structure of school curriculum as a con- sultative framework concludes four parts:basic curriculum,intensive curriculum,mini-courses and free learning.
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This study aims to analyse the Implementation of the 2013 Curriculum at Mts Al-Abraar. The purpose of this study is to find out how the effectiveness of the 2013 curriculum is compared to the previous curriculum, the constraints or obstacles occurred during the implementation of the 2013 curriculum, the respond of educators and students when using the 2013 curriculum which is far different from the previous curriculum, the things prepared in using the 2013 curriculum and the benefits or advantages for students and also educators when using the 2013 curriculum. This study uses qualitative methods because researchers consider the problems studied to be quite complex and dynamic so that the data obtained from the informants is captured using a more natural method, namely direct interviews with the informants so that natural answers are obtained. The conclusion that the researchers got from this mini research or observation is that schools have implemented the 2013 curriculum, but have not been able to achieve maximum implementation of the 2013 curriculum, because sometimes in learning they still use the KTSP system, such as teachers are more active than students, more teachers speak from on students. And this can happen because one of them is inadequate school facilities because in order to achieve successful implementation of the 2013 curriculum, adequate school facilities are also needed, such as infocus and others.
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students' involvement in curriculum refers to a kind of consciousness and behavior that students show to express the curriculum power by means of curriculum re-construction,the involvement in curriculum decision-making,the participation of curriculum development and application.With the turning of research paradigm in curriculum theory,the awakening of students' consciousness in curriculum power and the deepening of curriculum reform in basic education,the issue of students' involvement in curriculum is increasingly drawing people's attention.Students' involvement in curriculum contributes to the enhancement of student's status in curriculum,to the innovation of curriculum as well as the success of curriculum reform.
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Objectives The purpose of this study was to deepen the understanding of the curriculum and gain implications for improving the next Nuri curriculum by comparing and analyzing the 2019 revised Nuri curriculum and and the Japanese kindergarten curriculum by the composition system, objectives and goals, and educational contents of each area. Methods The subjects of analysis were the 2019 revised Nuri curriculum in Korea, 2017 revised kindergarten curriculum in Japan, and their commentaries. The analysis method was a content analysis method, which compared and analyzed the similarities and differences in the composition system, objectives and goal, and five areas’s educational contents of the curriculum of the two countries. Results First, although the structure of the 2019 revised Nuri curriculum and the Japanese kindergarten curriculum differs in the composition of items, they are generally similar and reflect the national and social needs of each country. Second, both curricula aim to live a healthy, independent, sensitive, and together life for the purpose of healthy development of individuals and forming social members. The 2019 revised Nuri curriculum had a strong personal and social aspect, and the Japanese kindergarten curriculum had a strong social aspect. Third, the names of the two curricula are different, but they consist of five areas with similar content, and the contents of each area are common in that they are slimmed, and the contents of each area are composed to reflect the special needs of each country. Although the educational content of the 2019 revised Nuri curriculum had more emotional aspects than the previous curriculum, the Japanese kindergarten curriculum presented more statements related to play and enjoyment. Conclusions The results of this study can contribute to the promotion of early childhood teachers' literacy for the 2019 revised Nuri curriculum, and can be used as reference materials when developing the next early Nuri curriculum.
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The quality and quantity of curriculum-selecting are directly related to the quality of postgraduates.Through the investigation of the curriculum-selecting status of postgraduates,we can find that the factors which influence the curriculum-selecting intention of postgraduates mainly come from curriculums,teachers and individuals.It is suggested that some important measures should be taken to promote the quality of cultivating postgraduates,such as: constructing reasonable curriculum system,increasing the freedom of choosing teachers,setting flexible time of arranging classes,regulating curriculum-selecting programs and intensifying curriculum-selecting services,improring teaching levels,perfecting tutorial system,and exerting the positive influences among postgraduates.
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In different studies and curriculum reform,teachers have been viewed such as the curriculum implementers,the practical curriculum developers,the curriculum researchers,the curriculum decision-makers,the curriculum meaning builders or the curriculum enactment,and so on.But these external roles may not be perceived by teachers,the teachers' curriculum identity is still need attention and study.
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