Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F22%3A10432891" target="_blank" >RIV/00216208:11320/22:10432891 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11310/22:10432891
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=WYq8c6C6EJ" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=WYq8c6C6EJ</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/00220272.2021.1978557" target="_blank" >10.1080/00220272.2021.1978557</a>
Alternative languages
Result language
angličtina
Original language name
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia
Original language description
Comparative studies on science curricula provide insights into educational standards worldwide. Accordingly, in this study, we analysed the intended curricula of mathematics and science subjects of the Czech Republic, Estonia, Poland and Slovenia by comparing their lower secondary (ISCED 2) National Curriculum Documents on mathematics, physics, chemistry, biology, geography and geology from the perspective of learning outcomes. By document analysis, we extracted obligatory learning outcomes from the national curricula, assessing their level of detail and structure. A team of seven coders also measured cognitive demands of the learning outcomes using the revised Bloom's taxonomy. Our results showed considerable differences in the number of learning outcomes across countries and in the structure of these outcomes across subjects, even within national documents. Cognitive demands determined by learning outcomes were similar across the countries, but metacognitive knowledge and cognitive processes of higher level (Evaluate and Create) were mostly overlooked. We also found a lack of learning outcomes explicitly requiring the use of ICT, experimental or field work or data analysis. Although these requirements are usually formulated in general sections of curriculum documents, we recommend explicitly incorporating them into these documents as individual learning outcomes.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Curriculum Studies
ISSN
0022-0272
e-ISSN
1366-5839
Volume of the periodical
54
Issue of the periodical within the volume
3
Country of publishing house
GB - UNITED KINGDOM
Number of pages
22
Pages from-to
384-405
UT code for WoS article
000703186400001
EID of the result in the Scopus database
2-s2.0-85131527216