The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey: A Comparative Analysis Based on the Revised Bloom's Taxonomy

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10412627" target="_blank" >RIV/00216208:11410/20:10412627 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=VSC_0apn-n" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=VSC_0apn-n</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1039/d0rp00058b" target="_blank" >10.1039/d0rp00058b</a>

Result language

angličtina

Original language name

The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey: A Comparative Analysis Based on the Revised Bloom's Taxonomy

Original language description

Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom&apos;s Taxonomy (RBT). The intellectual demands were examined analysing the action verbs in the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives than the Czech and Finnish curricula. The domineering objectives in cognitive demands were understand (77.2%) and analyse and apply (both 7.1%). Conceptual items dominated (59.8%) with procedural items identified (29.1%). Also, there are five metacognitive items (3.9%). The Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward apply (40%) with understand and evaluate accordingly represented by 20%. Conceptual items dominate with a 53.3% of occurrence. In the Finnish curriculum, the cognitive demands were skewed toward apply (47.1%) with create (23.5%) and understand (17.6%). Procedural (35.3%) domains predominate, although metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education design the interventions and assessments implemented in the classes. Comparing the distribution of intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

Czech name

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Czech description

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Type

J_imp - 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]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Chemistry Education Research and Practice

ISSN

1109-4028

e-ISSN

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Volume of the periodical

21

Issue of the periodical within the volume

červen

Country of publishing house

GB - UNITED KINGDOM

Number of pages

13

Pages from-to

839-851

UT code for WoS article

000545815000010

EID of the result in the Scopus database

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