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Socio-Scientific Issues Implementation as Science Learning Material
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Genisa, Marlina Ummas; Subali, Bambang; Djukri; Agussalim, Andi; Habibi, Habibi – International Journal of Evaluation and Research in Education, 2020
This paper analyzes the implementation of socio-scientific issues (SSI) as an alternative in science learning. The content analysis approach is used for mapping implementation of social-scientific problems around the world and is created using the ArcGIS 10.5 program. The findings highlight how the distribution patterns of SSI implementation are…
Descriptors: Science and Society, Curriculum Implementation, Science Instruction, Teaching Methods
How National Curricula Affect the Design and Transfer of a Teaching-Learning Sequence between Two Educational Systems: Case Studies from Greece and Italy
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Testa, Italo; Psillos, Dimitris; Molohidis, Anastasios – Physical Review Physics Education Research, 2020
This empirical study investigates the main features of curricula and contexts that favor or hinder the process of transfer of a teaching-learning sequence (TLS) from the designers' original situation to a host one. The specific research questions addressed were (RQ1) what were the changes made during the process of transfer in the new context?…
Descriptors: Foreign Countries, Comparative Education, National Curriculum, Science Curriculum
Behind the Scenes: Teachers' Perspectives on Factors Affecting the Implementation of Inquiry-Based Science Instruction
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Baroudi, Sandra; Rodjan Helder, Marlieke – Research in Science & Technological Education, 2021
Background: Implementing Inquiry-Based Instruction (IBI) in science is a complex process demanding certain classroom conditions prepared with instructional materials to engage students in tasks, as well as adopting the social context that will shape the inquiry-based learning environment. Within this social context, teachers are the main agents…
Descriptors: Curriculum Implementation, Science Instruction, Science Teachers, Elementary School Teachers
TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Volume 2: L-Z and Benchmarking Participants
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Mullis, Ina V.S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Stanco, Gabrielle M., Ed.; Arora, Alka, Ed.; Centurino, Victoria A.S., Ed.; Castle, Courtney E., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…
Descriptors: Benchmarking, Mathematics Curriculum, Science Curriculum, Educational Policy
TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Volume 1: A-K
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Mullis, Ina V.S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Stanco, Gabrielle M., Ed.; Arora, Alka, Ed.; Centurino, Victoria A.S., Ed.; Castle, Courtney E., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…
Descriptors: STEM Education, Educational Policy, Mathematics Curriculum, Science Curriculum