Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11310/22:10432891

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Popis výsledku v původním jazyce

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&apos;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.

Název v anglickém jazyce

Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia

Popis výsledku anglicky

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&apos;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.

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

2022

Kód důvěrnosti údajů

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

Název periodika

Journal of Curriculum Studies

ISSN

0022-0272

e-ISSN

1366-5839

Svazek periodika

54

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

22

Strana od-do

384-405

Kód UT WoS článku

000703186400001

EID výsledku v databázi Scopus

2-s2.0-85131527216