International Journal of Curriculum and Instruction

Attainment of 21st Century Skills through Tinkering Labs

Dorothy D Souza — 2024-09-01

Renewed emphasis on STEM education, by way of use of technology and integration of STEM subjects with other disciplines, is an innovative approach to teaching-learning process. A curriculum that empowers students to develop entrepreneurship and innovation, materialising the same through Atal Innovation Mission (AIM), has been launched by the Federal Government of India. Atal Tinkering Labs are established in schools across India with the objective of cultivating ‘One Million Children in India as Neoteric Innovators’. Innovative start-ups play a pivotal role in the economic development of the country and this is made possible through AIM. These labs aim to enable students to develop new skills such as problem-solving, critical thinking and collaboration and its application in the real world. The objectives of the present study are to measure the 21^st century skills developed by students through tinkering labs, to assesses the correlation between tinkering labs and the academic performance of tinkers, and to evaluates the role of teachers in facilitating innovation and entrepreneurship of tinkers. The samples for the study were taken from Secondary and Higher Secondary Schools of Dakshina Kannada district of Karnataka state. The findings reveal that the tinkers developed skills such as creativity, imagination, design mindset, computational thinking, adaptive learning, and physical computing. The outcomes also show the increased growth in the academic performance of the students and the positive influence of teachers in facilitating innovation and entrepreneurship among tinkers. In conclusion, the study finds that tinkering in schools has succeeded as an activity-based pedagogy for community of learners, driving innovations for society and fulfilling the goals of Education.

Key words: Tinkering Labs, culture of innovation, entrepreneurship, problem-solving, critical thinking and collaboration

Effects of Cognitive Stimulation, Physical Arrangement of the Learning Environment and Instructional Tendency on Student Engagement

Celal Akdeniz — 2024-09-01

This study examines the factors that strengthen student engagement in the teaching process. In this study, the activities carried out by candidate teachers participating in teacher education to increase student engagement in the teaching process have been examined in the context of cognitive stimulation, physical arrangement of the learning environment and instructional tendencies. Candidate teachers enrolled in the Science (3), classroom teaching (4) and social sciences (3) programs of the Faculty of Education, and candidate teachers who enrolled in the pedagogical formation certificate program in the fields of Sociology (3) and Religion (2) participated in the study. The study was designed with a qualitative research approach and data was collected through in-class observations and interviews with teacher candidates. Descriptive analysis was conducted on interview and observation data. Findings were cumulated into three categories: sources of cognitive stimulation, sorts of the physical arrangement of the learning environment, instructional tendencies and teaching roles. Activities used as cognitive stimuli were clustered in enhancing attention, enhancing perception and improving comprehension categories. The findings show that science, social sciences, classroom, sociology and religion teaching candidates can have different approaches to increase student engagement in the teaching process. Regarding the arrangement of the learning environment, teacher candidates mostly used “providing flexibility”, “adjusting the setting” and “rearranging the setting” techniques. To increase student engagement, teacher candidates in different branches performed different instructional tendencies. “Explaining in detail and connecting previous learnings”, “giving clear explanations”, “using expertise”, creating a responsive learning environment” and “being assertive” stood out as the most preferred teaching behaviours. Teacher candidates thought that having the following roles respectively in the teaching process increases student engagement more: Leading the learning process > being a didactic teaching expert > being a motivator > being a facilitator > being a role model > being a reflective professional.

Exploring Causes and Effects of Water Shortage in Flagstaff Schools, Eastern Cape Province, South Africa

H Myeni — 2024-09-01

This article aimed to determine the causes and effects of water shortages in the Flagstaff area of the Eastern Cape Province, as well as its educational impact. This article sketches the experiences of learners and teachers who have been exposed to water shortages in schools. The research study employs a qualitative research paradigm to provide an in-depth understanding of the schooling context. The study uses social constructivism theory to examine the knowledge and understandings of the reasons of water shortages in Flagstaff schools, as well as their pedagogical implications. Four types of data collection methods were used include interviews, document analysis, observation, and audio-visual. Findings suggest that the consequences of water shortages at school level are numerous like water-borne diseases, learners falling behind in academics when struck by preventable illnesses. These mentioned consequences have the potential in the long term, have irreversible negative effects on learners and their potential to access quality education. The long-term goal of promoting good hygiene and subsequent good health in adulthood is too farfetched as learners do not have the resources to practice good hygiene habits from a young age. The article concluded by the recommendations that are deduced from the findings. The findings provide adequate evidence that the rights of children are being violated. Structural changes at the national level must be introduced to address the inequitable distribution of resources to rural schools. Access to infrastructure at schools must be monitored by the provincial and national department of education to ensure that the environment is enabled for teaching and learning to be effective.

The Preprimary School Education Curriculum in Ethiopia: Foundations, Objectives and Guiding Principles

Walelign Admasu Gedefa — 2024-09-01

The purpose of this study was to investigate “the preprimary school education curriculum in Ethiopia focusing on its foundations, objectives and guiding principles”. In doing so, the study attempted to indicate the conditions of foundational bases for curriculum, the comprehensiveness of objectives in the curriculum and the extent that the guiding principles of child development and learning are considered in the preparation of the curriculum for children of the period in Ethiopia. Both the quantitative and qualitative approaches were employed to conduct the study. Data were gathered from curriculum documents using documentary analysis and 362 preschool teachers using survey questionnaires of the rating scale with open-ended questions and interviews. The data gathered were analyzed using frequency, percentage, and content analysis.

The content analysis indicated that the philosophical, psychological and sociological bases for preprimary school education curriculum are communicated in the syllabus but with limited clarity. The historical and technological bases for the preparation of curriculum were not totally indicated in the syllabus. The objectives for preschool education in the syllabus as curriculum document were focusing only on limited aspects of development and have limitation to use as a base for the work of preschool teachers. The objectives were also written in terms of teachers’ activities instead of being stated in students’ activities.

The survey indicated that the twelve basic guiding principles of child development and learning were not properly taken in to account in the preparation of the curriculum. The curriculum has Problems in it preparation process, its material availability and fitness, timing in achieving objectives, continuity to primary education, and alignment of objective to contents. Thus, the preschool curriculum has undeniable gaps in terms of foundational bases, objectives and consideration of principles in its preparation.

The Impact of Technology and Its Help in Finding Equivalent in Academic Translation

Mirza Mohammad Borhan — 2024-09-01

Over decades researchers have done academic translation in different languages, especially from English in to Persian and from Persian into English language and translators did not focus on equivalent of these two languages. However, at this time, the main focus of research was on finding equivalent in these two languages. When translators are going to translation any text from Persian into English language or from English into Persian language, they have to find equivalents in these languages in order to make adaptations. At the same time, technology plays a very important role in translation in the context of Afghanistan. When the teachers want to play any video of native speaker in the class, there should be net, projector, computer and electricity. This paper ends with the role of technology in finding equivalent in academic translation in the context of Afghanistan.

Keywords: translation, equivalent, importance of technology, and adaptation

Continuities and Discontinuities Between Competency-Based Curriculum and Education 5.0 in Zimbabwe: Implications for Curriculum Harmonization

Pfuurai Chimbunde — 2024-09-01

Drawing on the concept of continuity and discontinuity, this qualitative theoretical study uses document analysis to explore the connections and contradictions between the newly introduced Education 5.0 and Competency-Based Curriculum (CBC) in one African country. The study used the case of Zimbabwe; and selected and critiqued studies, reports and documents published between 2010 and 2022 focusing on the Curriculum Framework 2015-2022 and Education 5.0. The findings suggest that the curriculum goals and objectives at the primary and secondary levels show some degree of continuity and congruence with the university's curriculum goals and objectives. However, a closer examination of Education 5.0 and CBC shows the manifestation of gaps and discontinuities in assessment issues, the focus on the sciences and philosophies that guide education. The study recommends that curriculum experts and policy makers align curriculum packages to be consistent across different levels and disciplines of education to demonstrate closer alignment of purpose and better integration in practice. This study offers new perspectives on education reforms and encourages countries to examine the degree of alignment between primary and secondary school curricula and university curricula.

Addressing Challenges and Implementing Professional Development for Integrating Education for Sustainable Development into Life Science Education

KR Munasi — 2024-09-01

Abstract

Goal 4 of the United Nations Sustainable Development Goals (UNSDGs) emphasizes the need for Education for Sustainable Development (ESD) in formal school settings and stresses the urgency of providing teachers with professional development to improve education quality by 2030. This article explores challenges faced by Life Science teachers, particularly in grade 11, in integrating EE/ESD into their curriculum. Using a qualitative research design with an interpretivist paradigm, the study used purposive sampling to gathers insights from four grade 11 Life Science teachers and three Life Science Subject advisors from Vhembe East district in Limpopo province, South Africa, through face-to-face interviews. Data were analysed thematically, supported by literature review and two theories underpinning this study. The findings reveal substantial challenges, encompassing curriculum and pedagogical issues, along with support-related challenges. Additionally, the study identifies a lack of tailored professional development mechanisms and opportunities for integrating EE/ESD into the Life Science curriculum. The findings emphasize the need for policymakers and education stakeholders to design context-specific professional development frameworks, emphasizing ongoing, inclusive initiatives to empower Life Science teachers with essential knowledge and skills, bridging the existing gap.

The Roles of Neighborhood Influence and Social Media on Secondary School Brutality: A correlational study

Habeeb Omoponle Adewuyi — 2024-09-01

Learners receive less instruction from schools with high rates of brutality, violence, and crime. These schools have lower Academic achievement and absenteeism and higher dropout rates. This study examined the pattern of relationship between neighborhood influence, social media, and school brutality. This study employed a descriptive survey of correlational design, and a multistage sampling procedure was utilized. Adolescents (N = 298; 31.54% female, 68.46% male) aged 11 to 17 participated. Participants completed standardized instruments: (Perceived Neighbourhood Influence Questionnaire α = 0.79; Social Media Scale α = 0.77 and Violent Behavior Assessment Scale α = 0.91). The results showed that neighborhood influence (r =.442, p<0.05) and social media (r =.528, p<0.05) all had a significant relationship with school brutality. Also, social media usage recorded the most effective relative contribution to school brutality, followed by neighborhood influence. This emphasizes that schools should work with local community groups to make neighborhoods safe and helpful for students. This can help to lower the chance of brutality at school and help students do well

Investigating the Effect in Teaching and Learning Mathematics while Arranging Students in Classes According to Their Performance in Tanzanian Secondary Schools

Emmanuel Deogratias — 2024-09-01

This embedded research study investigated the effect of arranging students in classes according to their performance on the teaching and learning of mathematics. The purpose of the study was to determine whether grouping students based on their academic abilities would have a significant impact on academic achievement in this subject. A sample of students from a public secondary school was randomly assigned to either a high performance or a low performance class based on their performance in mathematics. Data were collected through interviewsand questionnaires for both students as well as teachers and analysed using descriptive and inferential statistics. The results of the study showed that there was a significant difference in academic achievement between the two groups, with the high-performance class outperforming the low performance class. The findings suggest that grouping students based on their academic abilities may have a positive impact on the teaching and learning of mathematics.

Representation and Educational Inheritance of Sanjiang Dong Peasant Life Painting in the Context of 2023 Guangxi Peasant Life Painting Exhibition

Na Yang — 2024-09-01

This paper adopts a qualitative research method, aiming at analyze the picture content of Sanjiang Dong peasant life painting in the Guangxi Peasant Life Painting Exhibition 2023 in Guangxi Autonomous Region, China, and to study the representation of Paintings of Life of the Sanjiang Dong peasants and how Intangible Cultural Heritage can be passed on through educational Inheritance. Data collected through literature and fieldwork show that Sanjiang Dong peasant life painting is a reflection of Sanjiang Dong culture. Sanjiang Dong peasant life painting has the ethnicity of the Dong, the native soil of Sanjiang peasants, and the aesthetic characteristics of Dong folk art, and the school shoulders the responsibility and obligation to pass on, educate and protect the intangible cultural heritage.

The Effect of Artificial Intelligence Tools Usage to the Perceived Learning of 2nd Year Communication Students at Far Eastern University-Manila, Academic Year 2023-2024

Christian Cuyugan — 2024-09-01

This study investigates how the second-year communication students from Far Eastern University- Manila in the academic year 2023-2024 perceives artificial intelligence (AI) tools and its effects to their learning, specifically their dependency on it, how it benefits them, and what potential risks they are facing. This study looks into the way AI is integrated in education and the influence of AI tools like ChatGPT, Grammarly, Quillbot, Brainly, and Scribbr. The research question was answered using a descriptive design and quantitative approach. Additionally, collected data are from purposive samples of thirty-five (35) communication students who are surveyed to determine their usage of reliance on and perception towards artificial intelligence tools. The results showed that mostly, AI tools are employed for writing help such as paraphrasing and grammar checking with most of them finding these tools useful in dealing with complex problems and enhancing their productivity. Additionally, it shows that students are using AI tools without being too much dependent on it. Thus, this can be related to their perception that AI tools makes errors/mistakes and violates their privacy.

Keywords: artificial intelligence, academic-related work, communication students

Exploring the Extent at Which Mathematics Teachers Use Real-Life Examples/Aids/Situations in Their Daily Mathematics Teaching and Learning Environment

Shida Hezron — 2024-09-01

This study explored the extent at which mathematics teachers in ordinary level secondary schools use real-life examples/aids/situations in their daily mathematics teaching and learning environment. During inquiries 10 mathematics teachers from different schools were purposively selected and involved as key informers in FGD. In searching data, classroom observation, document review and Focus group discussion was smeared. The collected data was analysed by content analysis through coding major themes, quoting different narrations as fetched from informers as well as indenting key points testified by research defendants. The discoveries indicated that in most cases mathematics teachers in ordinary level secondary schools in Tanzania do not use real life examples/aids/situations in their daily mathematics teaching and learning environment rather they are just using simple tools for drawing and writing such as graph papers, coloured chalks and plain papers. These tools do not signify the authentic content learned in mathematics in their complexity as it relate to students actual living experiences. The study recommended that, mathematics teachers in ordinary level secondary schools are eagerly encouraged to extemporize their teaching approach by using real life examples/aids which will enable students to see the connection/utility of what they learn in the class to their real life experiences and finally upsurge their interest and performance in mathematics

Glocal Approach on the Development of Framework for Internationalizing Science Education to Foster Human Capital Perspective

Kennedy Beltran — 2024-09-01

The need for a robust framework to internationalize science education has become paramount addressing gaps between the Philosophy and actual skills of the education industry. This paper developed a comprehensive framework designed to advance science education while nurturing human capital on a global scale. Grounded in principles of relevance, access, and quality, this framework integrates various elements essential for internationalizing science education. At its core, the framework emphasizes the cultivation of a global mindset among educators and learners alike. Through strategic partnerships with international institutions and leveraging digital technologies, this framework facilitates cross-border collaboration, knowledge exchange, and skill development. Moreover, the framework underscores the importance of teacher training and professional development programs tailored to foster global competencies among educators. It advocates for the adoption of innovative pedagogical strategies that promote inquiry-based learning, critical thinking, and problem-solving skills within a global context. Ultimately, this research aims to provide a roadmap for advancing science education in alignment with the broader goals of human capital development on a glocal scale.

A Comparison of Test-taker Performance on Independent and Integrated L2 Writing Tasks

Özlem Pervan — 2024-09-13

This quantitative, descriptive study investigates the relationship between scores of test-takers on independent and integrated L2 (second language) writing tasks within the context of a foundation university in Turkey. Data were collected from 49 anonymised test scores conducted from independent and integrated L2 writing tasks. The independent task required writing an essay on a general topic, while the integrated task involved responding to prompts based on reading and listening materials. The Wilcoxon signed-rank test was used to compare performance scores, revealing a statistically significant difference between the two tasks (p < .05). Specifically, the mean score for the integrated writing task (M = 70.92, SD = 28.32) was higher than that for the independent task (M = 66.02, SD = 23.96). Additionally, the Spearman rho test indicated a significant positive correlation between performances on the two tasks (r = .81, p < .01). These findings suggest that while there is a significant difference in performance levels, there is also a strong positive relationship between the two types of tasks. The results have implications for understanding how different L2 writing tasks affect test-taker performance. Moreover, the results could inform the development of more effective writing assessments and teaching strategies.

Keywords: L2 writing tasks; independent writing task; integrated writing task; performance comparison, assessment

An Overview of Music Education for Individuals with Special Needs

Didem Mutlu Karsiyakali Dogan — 2024-10-19

Special education includes many disciplines due to its structure. One of these disciplines is music education. Music education is of great importance for children who need special education. Like children with normal development, children with special needs are also interested in music. Participates in music education to the extent of his/her ability. While the non-competitive structure of music education motivates the child with special needs, it also offers him/her a new way of communication. However, in order for music practices working with individuals with special needs to achieve both educational and social goals, it is closely related to the adequate equipment of the music teacher who will work with them. In this article, different studies and researches on the importance of music education of individuals with special needs and the role of music teacher in music education of individuals with special needs are analysed and various information about the literature is given.