What are students expected to know? Comparing the intended integrated science curricula across 12 European countries

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F25%3A10507008" target="_blank" >RIV/00216208:11310/25:10507008 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=KbyRT4OOea" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=KbyRT4OOea</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/2331186X.2025.2592393" target="_blank" >10.1080/2331186X.2025.2592393</a>

Jazyk výsledku

angličtina

Název v původním jazyce

What are students expected to know? Comparing the intended integrated science curricula across 12 European countries

Popis výsledku v původním jazyce

Comparing the content of intended integrated science curricula across Europe provides valuable insights for countries seeking to design or reform integrated science curricula, a task that remains complex and challenging in many countries for curriculum designers. This study presents a new approach to comparing integrated science curricula across 12 European countries, focusing on common topic areas, topics, and the types of knowledge emphasized. It examines innovatively how closely the knowledge aligns with students’ everyday experiences. The findings show that integrated science curricula share many similarities with non-integrated ones, particularly in content. Biology features the most topics, offering greater diversity than physics or chemistry, and tends to include factual and conceptual knowledge closely tied to students’ lives. A key finding is the strong emphasis on the Nature of Science domain and the promotion of scientific thinking, especially through experimental activities. Additionally, some countries are moving toward transdisciplinary, STEAM-oriented curricula by incorporating complex, socially relevant topics.

Název v anglickém jazyce

What are students expected to know? Comparing the intended integrated science curricula across 12 European countries

Popis výsledku anglicky

Comparing the content of intended integrated science curricula across Europe provides valuable insights for countries seeking to design or reform integrated science curricula, a task that remains complex and challenging in many countries for curriculum designers. This study presents a new approach to comparing integrated science curricula across 12 European countries, focusing on common topic areas, topics, and the types of knowledge emphasized. It examines innovatively how closely the knowledge aligns with students’ everyday experiences. The findings show that integrated science curricula share many similarities with non-integrated ones, particularly in content. Biology features the most topics, offering greater diversity than physics or chemistry, and tends to include factual and conceptual knowledge closely tied to students’ lives. A key finding is the strong emphasis on the Nature of Science domain and the promotion of scientific thinking, especially through experimental activities. Additionally, some countries are moving toward transdisciplinary, STEAM-oriented curricula by incorporating complex, socially relevant topics.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

2331-186X

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

16

Strana od-do

2592393

Kód UT WoS článku

001636636100001

EID výsledku v databázi Scopus

2-s2.0-105024711452