Journal of Curriculum and Teaching

Journal Information
ISSN / EISSN : 1927-2677 / 1927-2685
Published by: Sciedu Press (10.5430)
Total articles ≅ 260
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, Kwaku Darko Amponsah
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p58

Abstract:
This study sought to examine whether teachers’ and educational administrators’ conceptions of inquiry promote or constrain inquiry-based science teaching in junior high schools. The study also explored any connections between participants’ conceptions of scientific inquiry, inquiry teaching, and inquiry learning. Multiple-case study involving semi-structured interviews was used to collect data from 18 integrated science teachers and 23 educational administrators from rural and urban areas in the Central Region of Ghana. Analysis of the qualitative data involved open coding and categorisation of participants’ responses. We found that all the teachers and educational administrators held either uninformed or partially informed conceptions of scientific inquiry and inquiry teaching and learning which, constrain inquiry-based science instruction in junior high schools. We also found that participants’ conceptions of scientific inquiry reflected in their conceptions of science teaching and learning. Again, we found that the uninformed conceptions of inquiry developed from participants’ lack of exposure and experiences with inquiry-based science instruction when they were students. We recommend regular explicit-reflective in-service trainings to promote teachers’ and educational administrators’ conceptions and teachers’ practice of inquiry-based science teaching. We also recommend reforms in preservice science education that emphasise the engagement of prospective teachers in collaborative explicit-reflective inquiry investigations and instructional practices.
Getaye Aytenew, Chang Chen
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p11

Abstract:
In this paper, a comparative evaluation of the undergraduate program of Chemical Engineering curriculums of Chinese and Ethiopian universities was performed. The study employed systematic qualitative methods to synthesize the current qualitative researches into an explanatory process. To comprehend the Chemical Engineering curriculum structure in two countries, a survey of courses from each country institution is presented. Since both countries use harmonized chemical engineering curriculum with their respective institution, top university from each country was taken as a representative sample, Tsinghua University (THU) from China and Addis Ababa University (AAU) from Ethiopia. The major aspects in the comparison were the lengths of the programs, measurement of student workload, practical curriculum, and the ratio of general, core, compulsory and non-compulsory courses. At the THU, the minimum length for the undergraduate program is 4 years, whereas at AAU a minimum of 5 years is expected. While general education courses occupy 70% of the total credit in the THU curriculum showing more emphasis on general courses, the AAU curriculum gives more focus to core courses by allocating 70% of its total credit. The THU curriculum proves to be more flexible, offering more elective courses at different stages of the program; the AAU curriculum has provided the chance for a range of specialty streams offering elective courses in the final year of the program. Thus, it is highly appreciable for both countries’ universities to optimistically add more courses to their present curriculum based on their socio-economic trait, cultural backgrounds, national demands, and resource availabilities.
Lauren Birney, Denise M. McNamara
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p1

Abstract:
The aim of this study is to showcase the use of incorporating problem-solving in a multifaceted, long-term investigation. New York Harbor and its estuaries are undergoing a major revitalization due to the efforts of the Curriculum and Community Enterprise for Environmental Restoration Project. Comprised of a network of local educational and business partnerships, students who have been historically underrepresented in the S.T.E.M. field are given the opportunity to delve into environmental restoration in their local communities and strategize, analyze and evaluate environmental challenges to achieve success in problem-solving. The restoration of a sustainable environment is reliant upon innovative responses to the challenges posed. Problem-solving allows the students to use advanced thinking ability and it can also be the driving force of change. The project has resulted in a deeper understanding of local environmental restoration efforts and a stronger commitment to actionable plans for the future.
Eugene Maemeko, Muzwa Mukwambo, David Nkengbeza
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p36

Abstract:
The purpose of this article was to find out social challenges learners residing in informal settlements in Katima Mulilo Town face. Informal settlements crop up as people move from rural settings to urban areas as they seek better facilities, a process known as urbanisation. However, not all who migrate into urban areas end up getting the required facilities. This result in some finding residence in informal settlements where conditions are deplorable and as a result brings some social challenges to learning. This article’s objective is to explore the social challenges learners residing in informal settlements face in learning. The article also seeks possible ways to deal with the social challenges in order to make learning possible. To come up with response to the questions, the study adopted a qualitative research approach. Instruments used to generate data were observation and interviews. To support the data generated from the participants, the learners, the social capital theory and urban theories were used. Some of the social challenges found to impede learning include poverty, flooding, expensive water and electricity bills, limited sewage disposal system, unfair relocations, poor sanitation, unemployment and high crime rate. Solutions were also suggested on how to overcome these challenges.
Gülşat Bican
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p47

Abstract:
In the twenty-first century, education does not merely focus on information exchange; additionally, it does so on various abilities and living in harmony. To materialize such acquisition among students, cross-cultural competence is an essential vehicle in a rapidly globalizing world. This calls for integrating comprehensive cross-cultural education as an independent subject into teacher training programs alongside the applied practices that go with it. Against this backdrop, the current study aims to determine the cross-cultural competency capabilities of Turkish language teacher candidates studying at one of the major universities in Turkey. In this article, initially cultural dimensions, scope of culture, and aspects of cross-cultural competency are addressed on a theoretical basis. In addition, learning materials are developed by the candidates, based on the instructions provided by the researcher, and analyzed according to their content of cross-cultural competency. The paper also discusses the cultural background of the candidates and their cross-cultural competency capabilities. The findings show that the participants have major difficulty presenting sufficient information or content in developing their cross-cultural competency. In the end, there are recommendations for enhancing the cross-cultural competency capabilities, while shedding light on the inadequate focus devoted to improving these skills within the training programs.
Sarah Schwerdtfeger,
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n3p20

Abstract:
Until now, geography teaching has only touched upon the way in which students write argumentations focused on geographical topics, and the challenges of doing this. In order to shed light on this process, this study considers the problems and challenges students face when using material-based written argumentation in geography lessons. The results from 19 evaluated text products and sound thinking protocols, which were collected in the 8th grade of a comprehensive school, are presented and analyzed. These results show that simultaneously handling several materials at once is a challenge for the students in material-based writing due to a lack of processing techniques.
Osman Akhan
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n2p1

Abstract:
The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.
Khwandaw Pinthongpunth, Thongchai Phuwanatwichit, Charin Mangkhang, Atchara Sarobol
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n2p58

Abstract:
The research of creative learning for professional development of social studies students aims to study the basic information on creative learning management models for teacher professional development for Social Studies Program students. There are various ways to learn. The model that can be developed and applied to learners to develop the knowledge, skills and competencies necessary for the management of teaching and learning in the modern era to support learners and teachers in the rapid changing society, environment, economy and technology that have an impact on learning and teaching. The teachers who have a teaching method that can pass on or develop the learners is the first factor that generate the understanding between teachers and students. It is to understand the basic information of the local educational institutions. Therefore, this article provides basic information on creative learning management for teacher professional development for students studying in Bachelor's degree in Social Studies Program, Songkhla Rajabhat University, the local university where produces graduates serve to society and communities. Therefore, this article can create an understanding and a basis for further research work.
Hülya Kodan, Kürşad Kara
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n2p28

Abstract:
This research aimed to reveal teachers’ opinions about how the grammar-teaching process is related to the acquisitions in the curriculum, activities, and acquisitions presented in the textbooks teaching in mother tongue, the study reviewed different textbooks from four publishers, Cem, Sonuç, Koza, and Ministry of National Education (MEB) publications prepared for the 2018 primary school Turkish language course curriculum and Education Information Network (EBA) of the Turkish Ministry of Education. Moreover, opinions of ten primary school teachers who have taught all grades regarding the teaching process for grammar acquisition were investigated. The study conducted a case study method, which is one of the qualitative research techniques. Besides, a document analysis was conducted to obtain the research findings. Structured interview protocol and document review were used as the data collection tool. The findings of the study revealed that acquisition in the learning areas of reading and writing for grammar in the curriculum was not clearly and transparently identified, and the limits of the teaching framework were not specified. The study findings also revealed that information was transferred only in the majority of the grammar activities in the textbooks. Also, classroom teachers reported that they used different methods on the subjects they could embody in the teaching process, but they claimed to have difficulties in teaching abstract concepts.
Suparat Ongon, Prayoon Wongchantra, Wutthisak Bunnaen
Journal of Curriculum and Teaching, Volume 10; https://doi.org/10.5430/jct.v10n2p42

Abstract:
The purposes of this research were to study and compare environmental knowledge, environmental ethics and environmental volunteers before and after integrated instructional activities of environmental education by using community - based learning and active learning, to compare environmental knowledge, environmental ethics and environmental volunteers of students with different gender and Grade Point Average (GPA). The sample used in the study were 89 the first year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling in environmental studies course. The research tools were the integrated instructional activities of environmental education by using community - based learning and active learning, environmental knowledge test, environmental ethics test and environmental volunteers test. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using t-test, F-test (One–Way MANOVA, One–Way MANCOVA and Univariate Test). The results of the research showed that: 1) The students had average score of the environment knowledge, environmental ethics and environmental volunteers in the posttest higher than pretest statistical significance (p < .05). 2) There was no significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different gender (p > .05). 3) There was statistically significant difference between average score of the environmental knowledge, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p < .05).
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