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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="curriculum analysis"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 28560</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: curriculum analysis</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28560</span> Open Distance Learning and Curriculum Transformation: Linkages, Alignment, and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devanandan%20Govender">Devanandan Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Curriculum design and development in higher education is a complex and challenging process. Amongst others, the extent to which higher education curriculum responds to a country's imperatives, industry requirements, and societal demands are some important considerations. Added to this is the whole notion of sustainable development, climate change and in the South African context the issue of ‘Africanising the curriculum’ is also significant. In this paper, the author describes and analyses the various challenges related to curriculum transformation, design and development within an ODL context and how we at Unisa engage and address curriculum transformation in mainstream curriculum design and development both at course design level and programme/ qualification level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20transformation" title="curriculum transformation">curriculum transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20creep" title=" curriculum creep"> curriculum creep</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20drift" title=" curriculum drift"> curriculum drift</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20mapping" title=" curriculum mapping"> curriculum mapping</a> </p> <a href="https://publications.waset.org/abstracts/52804/open-distance-learning-and-curriculum-transformation-linkages-alignment-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28559</span> Curriculum Development in South African Higher Education Institutions: Key Considerations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cosmas%20Maphosa">Cosmas Maphosa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ndileleni%20P.%20Mudzielwana"> Ndileleni P. Mudzielwana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lufuno%20Netshifhefhe"> Lufuno Netshifhefhe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Core business in a university centers on a curriculum. Teaching, learning, assessment and university products all have a bearing on the curriculum. In this discussion paper, the researchers engage in theoretical underpinnings of curriculum development in universities in South Africa. The paper is hinged on the realization that meaningful curriculum development is only possible if academic staff member has a thorough understanding of curriculum, curriculum design principles, and processes. Such understanding should be informed by theory. In this paper, the researchers consider curriculum, curriculum orientations, and the role of learning outcomes in curriculum development. Important and key considerations in module/course design are discussed and relevant examples given. The issue of alignment, as an important aspect of module/course design, is also explained and exemplified. Conclusions and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/40105/curriculum-development-in-south-african-higher-education-institutions-key-considerations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28558</span> Quality Improvement Template for Undergraduate Nursing Education Curriculum Review and Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Stephens">Jennifer Stephens</a>, <a href="https://publications.waset.org/abstracts/search?q=Nichole%20Parker"> Nichole Parker</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristin%20Petrovic"> Kristin Petrovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To gain a better understanding of how students enrolled in a Bachelor of Nursing (BN) program are educated, faculty members in the BN program at Athabasca University (AU) in Alberta, Canada, developed a 3-phase comprehensive curriculum review project. Phase one of this review centered around hiring an external curriculum expert to examine and analyze the current curriculum and to propose recommendations focused on identifying gaps as well as building on strengths towards meeting changing health care trends. Phase two incorporated extensive institutional document analysis as well as qualitative and quantitative data collection in reciprocated critical reflection and has yielded insights into valuable processes, challenges, and solutions inherent to the complexities of undertaking curriculum review and analysis. Results of our phase one and two analysis generated a quality improvement (QI) template that could benefit other nursing education programs engaged in curriculum review and analysis. The key processes, lessons, and insights, as well as future project phase three plans, will be presented for iterative discussion and role modelling for other institutions undergoing, or planning, content-based curriculum review and evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20faculty%20practice" title=" nursing faculty practice"> nursing faculty practice</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a> </p> <a href="https://publications.waset.org/abstracts/154252/quality-improvement-template-for-undergraduate-nursing-education-curriculum-review-and-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154252.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28557</span> The Effectiveness of Using MS SharePoint for the Curriculum Repository System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Misook%20Ahn">Misook Ahn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the Institutional Curriculum Repository (ICR) developed with MS SharePoint. The purpose of using MS SharePoint is to organize, share, and manage the curriculum data. The ICR aims to build a centralized curriculum infrastructure, preserve all curriculum materials, and provide academic service to users (faculty, students, or other agencies). The ICR collection includes core language curriculum materials developed by each language school—foreign language textbooks, language survival kits, and audio files currently in or not in use at the schools. All core curriculum materials with audio and video files have been coded, collected, and preserved at the ICR. All metadata for the collected curriculum materials have been input by language, code, year, book type, level, user, version, and current status (in use/not in use). The qualitative content analysis, including the survey data, is used to evaluate the effectiveness of using MS SharePoint for the repository system. This study explains how to manage and preserve curriculum materials with MS SharePoint, along with challenges and suggestions for further research. This study will be beneficial to other universities or organizations considering archiving or preserving educational materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20preservation" title="digital preservation">digital preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=ms%20sharepoint" title=" ms sharepoint"> ms sharepoint</a>, <a href="https://publications.waset.org/abstracts/search?q=repository" title=" repository"> repository</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20materials" title=" curriculum materials"> curriculum materials</a> </p> <a href="https://publications.waset.org/abstracts/156041/the-effectiveness-of-using-ms-sharepoint-for-the-curriculum-repository-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156041.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28556</span> The Development of Competency with a Training Curriculum via Electronic Media for Condominium Managers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chisakan%20Papapankiad">Chisakan Papapankiad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were 1) to study the competency of condominium managers, 2) to create the training curriculum via electronic media for condominium managers, and 3) to evaluate the training curriculum for condominium managers. The research methods included document analysis, interview, questionnaire, and a try-out. A total of 20 experts were selected to collect data by using Delphi technique. The designed curriculum was tried out with 30 condominium managers. The important steps of conducting this research included analyzing and synthesizing, creating interview questions, conducting factor analysis and developing the training curriculum, editing by experts, and trying out with sample groups. The findings revealed that there were five core competencies: leadership, human resources management, management, communication, and self-development. The training curriculum was designed and all the learning materials were put into a CD. The evaluation of the training curriculum was performed by five experts and the training curriculum was found to be cohesive and suitable for use in the real world. Moreover, the findings also revealed three important issues: 1) the competencies of the respondents after the experiment were higher than before the experiment and this had a level of significance of 0.01, 2) the competencies remained with the respondents at least 12 weeks and this also had a level of significance of 0.01, and 3) the overall level of satisfaction from the respondents were 'the highest level'. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20training%20curriculum" title="competency training curriculum">competency training curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=condominium%20managers" title=" condominium managers"> condominium managers</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20media" title=" electronic media"> electronic media</a> </p> <a href="https://publications.waset.org/abstracts/9898/the-development-of-competency-with-a-training-curriculum-via-electronic-media-for-condominium-managers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28555</span> The Reflections of the K-12 English Language Teachers on the Implementation of the K-12 Basic Education Program in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Infante">Dennis Infante</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the reflections of teachers on curriculum reforms, the implementation of the K-12 Basic Education Program in the Philippines. The results revealed that problems and concerns raised by teachers could be classified into curriculum materials and design; competence, readiness and motivation of the teachers; the learning environment, and support systems; readiness, competence and motivation of students; and other relevant factors. The best features of the K-12 curriculum reforms included (1) the components, curriculum materials; (2) the design, structure and delivery of the lessons; (3) the framework and theoretical approach; (3) the qualities of the teaching-learning activities; (4) and other relevant features. With the demanding task of implementing the new curriculum, the teachers expressed their needs which included (1) making the curriculum materials available to achieve the goals of the curriculum reforms; (2) enrichment of the learning environments; (3) motivating and encouraging the teachers to embrace change; (4) providing appropriate support systems; (5) re-tooling, and empowering teachers to implement the curriculum reforms; and (6) other relevant factors. The research concluded with a synthesis that provided a paradigm for implementing curriculum reforms which recognizes the needs of the teachers and the features of the new curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20reforms" title="curriculum reforms">curriculum reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20reflections" title=" teachers' reflections"> teachers' reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=implementing%20curriculum%20change" title=" implementing curriculum change"> implementing curriculum change</a> </p> <a href="https://publications.waset.org/abstracts/5126/the-reflections-of-the-k-12-english-language-teachers-on-the-implementation-of-the-k-12-basic-education-program-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28554</span> Actualizing Millennium Development Goals through a Refocused Basic Mathematics Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Yaro%20Kankia">Ali Yaro Kankia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Millennium Development Goals are eight goals set by the 189 United Nations member States with 2015 as its target year of achievement. Since its signing in September 2000, individual nations have been finding ways and means of actualizing them. This paper consider how a refocused basic Mathematics curriculum could serve as an appropriate tool in achieving these goals. This was done by considering the theme in the following sub-headings. Basic Mathematics curriculum before now, basic Mathematics curriculum and the millennium development Goals and challenges of a refocused basic Mathematics curriculum for the MDGs. The appropriate conclusion was reached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actualizing" title="actualizing">actualizing</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=MDGs" title=" MDGs"> MDGs</a>, <a href="https://publications.waset.org/abstracts/search?q=refocused" title=" refocused"> refocused</a> </p> <a href="https://publications.waset.org/abstracts/31735/actualizing-millennium-development-goals-through-a-refocused-basic-mathematics-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31735.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28553</span> STEM Curriculum Development Using Robotics with K-12 Students in Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flavio%20Campos">Flavio Campos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes an implementation of a STEM curriculum program using robotics as a technological resource at a private school in Brazil. Emphasized the pedagogic and didactic aspects and brings a discussion about STEM curriculum and the perspective of using robotics and the relation between curriculum, science and technologies into the learning process. The results indicate that STEM curriculum integration with robotics as a technological resource in K-12 students learning process has complex aspects, such as relation between time/space, the development of educators and the relation between robotics and other subjects. Therefore, the comprehension of these aspects could indicate some steps that we should consider when integrating STEM basis and robotics into curriculum, which can improve education for science and technology significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=STEM%20curriculum" title="STEM curriculum">STEM curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20robotics" title=" educational robotics"> educational robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=constructionist%20approach" title=" constructionist approach"> constructionist approach</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20technology" title=" education and technology"> education and technology</a> </p> <a href="https://publications.waset.org/abstracts/50492/stem-curriculum-development-using-robotics-with-k-12-students-in-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28552</span> Exploring Global Perspectives of Educational Leadership: A Case of 10 Curriculum Changes in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mursidin%20Yusuf">Mursidin Yusuf</a>, <a href="https://publications.waset.org/abstracts/search?q=Fitri%20Wulandari"> Fitri Wulandari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia has changed its curriculum ten times, starting from 1947 to 2022, and it might change in upcoming years. This comprehensive study delves into the global perspectives of educational leadership, with a specific focus on examining curriculum changes within the context of Indonesia. Against the backdrop of an increasingly interconnected educational landscape, the necessity to comprehend diverse leadership approaches becomes paramount. By employing a qualitative case study methodology, this research meticulously scrutinizes ten notable curriculum modifications within the Indonesian educational framework and evaluates their impacts on the sector. Utilizing document analysis, pertinent literature, and interviews with school principals, the study thoroughly explores the leadership dynamics that have influenced these alterations. The findings offer multifaceted insights into the strategies, challenges, and outcomes associated with curriculum reform initiatives in Indonesia, providing a nuanced understanding of the effects of these changes on the education sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20changes" title="curriculum changes">curriculum changes</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20perspectives" title=" global perspectives"> global perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/185836/exploring-global-perspectives-of-educational-leadership-a-case-of-10-curriculum-changes-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185836.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">43</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28551</span> Curriculum Change and Innovation Viewed from Two Different Lenses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muqaddas%20Butt">Muqaddas Butt</a>, <a href="https://publications.waset.org/abstracts/search?q=Allah%20Bakhsh%20Malik"> Allah Bakhsh Malik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The changing educational environment, the diverse educational needs of students, the high expectations from the public, and the policy reports demand a strong change & innovation in the curriculum. Effective change and innovation could not be possible without the involvement of two major tenants i.e. teachers and educational managers. Thus, the locus of this research was to explore the secondary school principals and teachers priorities regarding change and innovation in curriculum. The main research objectives were included to explore the secondary school teachers’ and principals’ views about existing Humanities group curriculum; to identify their priorities regarding change and innovation in curriculum and to make a comparison between the priorities of both (the teachers & principals). A total sample of 150 Secondary school teachers and 24 principals from Federal Government Secondary Schools was drawn. The data was obtained through a five point Likert scale questionnaire. The findings indicated a huge difference between principals and teachers priorities. Related to prevailed curriculum, teachers showed more satisfactory views than principals. It was also found that the principals in comparison with teachers showed more inclination towards change and innovation and emphasized on an interdisciplinary, practical and ICT Integrated curriculum. Inclusion of local environmental issues; creativity based and practical activities based curriculum; and orientation to citizenship education into curriculum were some of the aspects highly prioritized by both teachers and principals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20change" title="curriculum change">curriculum change</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20innovation" title=" curriculum innovation"> curriculum innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=humanities%20curriculum" title=" humanities curriculum"> humanities curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20priorities" title=" curriculum priorities"> curriculum priorities</a> </p> <a href="https://publications.waset.org/abstracts/41311/curriculum-change-and-innovation-viewed-from-two-different-lenses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28550</span> An Evaluation of 6th Grade History Curriculum in Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigail%20Amoako%20Kayser">Abigail Amoako Kayser</a>, <a href="https://publications.waset.org/abstracts/search?q=Brian%20Kayser"> Brian Kayser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to examine Ghana's 6th-grade Basic School history curriculum to determine how Ghanaian history is taught. We used qualitative methods and document analysis. The document analysis served two primary purposes: (1) To gain insight into what the curriculum materials covered and from whom's perspectives, and (2) To triangulate with teacher interview data. Documents obtained included: (1) Textbooks used by 6th-grade students, (2) Teacher pacing guide provided by the Department of Education in Ghana, and (3) Student work samples. This study was guided through Post-colonial theory and criticisms to explore the remnants of colonial power and hegemony that persist in history curricula used in public schools in Ghana. We also applied African Feminist Thought and Black Feminist Thought to unpack the extent to which issues of patriarchy, race, traditions, underdevelopment, and sexuality impact how we see the experiences of people on the continent. The findings indicated that the remnant of colonial rule persisted in the contents of the history curriculum, and the atrocities of slavery were overlooked or eliminated from the curriculum. The findings also indicated that Ghana's history centered on men's experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=decolonialization" title=" decolonialization"> decolonialization</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20relevant%20pedagogy" title=" culturally relevant pedagogy"> culturally relevant pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/174025/an-evaluation-of-6th-grade-history-curriculum-in-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28549</span> Implementation of the Science Curriculum of the Colleges of Education: Successes and Challenges </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Boakye">Cecilia Boakye</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20Ghartey%20Ampiah"> Joseph Ghartey Ampiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we present a case study in which we explored how the 2007 science curriculum of the colleges of education in Ghana was implemented at W College of Education. Purposive sampling was used to select 13 participants, comprising 2 tutors and 6 teacher trainees from W College of Education and, 5 newly qualified Junior High School (JHS) science teachers who were products of W College. Interviews, observations and content analysis were used to collect data. Using the deductive and inductive analytic approaches, the findings showed that although upgraded laboratories have provided for teaching authentic science at W College of Education, they are rather used to accommodate large classes at the expense of practical activities. The teaching and learning methods used by the tutors do not mirror effectively the objectives of the 2007 science curriculum of the colleges of education. There are challenges such as: (a) lack/inadequate equipment and materials, (b) time constraint, and (c) an examination- oriented curriculum that influence the implementation of the curriculum. Some of the suggestions that were made are that: (a) equipment and materials should be supplied to the colleges to facilitate the proper implementation of the curriculum, and (b) class sizes should be reduced to provide enough room for practical activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=class%20size" title="class size">class size</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=examination-oriented%20curriculum" title=" examination-oriented curriculum"> examination-oriented curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20time-constraint" title=" teaching and time-constraint"> teaching and time-constraint</a> </p> <a href="https://publications.waset.org/abstracts/48550/implementation-of-the-science-curriculum-of-the-colleges-of-education-successes-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28548</span> Towards Interconnectedness: A Study of Collaborative School Culture and Principal Curriculum Leadership</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fan%20Chih-Wen">Fan Chih-Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Ministry of Education (2014) released the 12-year National Basic Education Curriculum Syllabus. Curriculum implementation has evolved from a loose connection of cooperation to a closely structured relationship of coordination and collaboration. Collaboration opens the door to teachers' culture of isolation and classrooms and allows them to discuss educational issues from multiple perspectives and achieve shared goals. The purpose of study is to investigate facilitating factors of collaborative school culture and implications for principal curriculum leadership. The development and implementation of the new curriculum involves collaborative governance across systems and levels, including cooperation between central governments and schools. First, it analyzes the connotation of the 12-year National Basic Education Curriculum; Second, it analyzes the meaning of collaborative culture； Third, it analyzes the motivating factors of collaborative culture. Finally, based on this, it puts forward relevant suggestions for principal curriculum leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20leadership" title="curriculum leadership">curriculum leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration%20culture" title=" collaboration culture"> collaboration culture</a>, <a href="https://publications.waset.org/abstracts/search?q=tracher%20culture" title=" tracher culture"> tracher culture</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20improvement" title=" school improvement"> school improvement</a> </p> <a href="https://publications.waset.org/abstracts/189561/towards-interconnectedness-a-study-of-collaborative-school-culture-and-principal-curriculum-leadership" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189561.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28547</span> Curriculum for the Manufacturing and Engineering Course Programs in Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Yasir%20Latif">Muhammad Yasir Latif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial Engineering and Management (IEM) is a continuous, adaptable, and dynamic branch of engineering. The purpose of this study is to use a knowledge-based course classification method to investigate four IEM educational programs in Europe. Furthermore, the relative weight of each sector was determined using the credit value of the courses. IEM-specific locations and pooled areas were the two related kinds of areas that were used. The results show that, among the four program curricula, Production Management is the specific area with the largest weight, while the specialism field of IEM has a similar weight. This method has proved to be useful for curriculum analysis. The results show that one characteristic of IEM curriculum programs is diversity in the knowledge domains related to IEM specialism. The research also highlights the importance of an organized structure for defining IEM applications, allowing benchmarking efforts, and promoting communication between academics and the IEM community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering%20and%20management" title="industrial engineering and management">industrial engineering and management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20areas" title=" knowledge areas"> knowledge areas</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20analysis" title=" curriculum analysis"> curriculum analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=community" title=" community"> community</a> </p> <a href="https://publications.waset.org/abstracts/192211/curriculum-for-the-manufacturing-and-engineering-course-programs-in-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">19</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28546</span> Exploring Factors Affecting the Implementation of Flexible Curriculum in Information Systems Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clement%20C.%20Aladi">Clement C. Aladi</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhaoxia%20Yi"> Zhaoxia Yi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates factors influencing the implementation of flexible curricula in e-learning in Information Systems (IS) higher education. Drawing from curriculum theorists and contemporary literature, and using the Technology, Pedagogy, and Content Knowledge (TPACK) framework, it explores teacher-related challenges and their impact on curriculum flexibility implementation. By using the PLS-SEM, the study uncovers these factors and hopes to contribute to enhancing curriculum flexibility in delivering online and blended learning in IS higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexible%20curriculum" title="flexible curriculum">flexible curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/185952/exploring-factors-affecting-the-implementation-of-flexible-curriculum-in-information-systems-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28545</span> Sociology Curriculum and Capabilities Formation: A Case Study of Two South African Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Manyonga">B. Manyonga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across the world, higher education (HE) is expanding rapidly and issues of curriculum change have become more contentious and political than ever before. Although research informing curricula review in social sciences and particularly sociology has been conducted, much analysis has been devoted to teaching and transmitting disciplinary knowledge, student identity and epistemology, with little focus on curriculum conceptualisation and capability formation. This paper builds on and contributes to accumulating knowledge in the field of sociology curriculum design in the South African HE context. Drawing from the principles of Capabilities Approach (CA) of Amartya Sen and Martha Nussbaum, the paper argues that sociology curriculum conceptualisation may be enriched by capabilities identification for students. Thus, the sociological canon ought to be the vehicle through which student capabilities could be developed. The CA throws a fresh light on how curriculum ought to be designed to offer students real opportunities, expanding choices for individuals to be what they want to be and do. The paper uses a case of two South African universities to present analysis of qualitative data collected from undergraduate sociology lecturers. The major findings of the paper indicate that there is no clear philosophy guiding the conceptualisation of curriculum. The conceptualisation is based on lecturer expertise, carrying out research, response to topical and societal issues. Sociology lecturers highlighted that they do not consult students on what they want to do and to be as a result of studying for a sociology degree. Although lecturers recognise some human development capabilities such as critical thinking, multiple perspectives and problem solving as important for sociology students, there is little evidence to illustrate how these are being cultivated in students. Taken together, the results suggest that sociological canon is being regarded as the starting point for curriculum planning and construction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capabilities%20approach" title="capabilities approach">capabilities approach</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20attributes" title=" graduate attributes"> graduate attributes</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=sociology%20curriculum" title=" sociology curriculum"> sociology curriculum</a> </p> <a href="https://publications.waset.org/abstracts/47708/sociology-curriculum-and-capabilities-formation-a-case-study-of-two-south-african-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28544</span> Embedding Employability Skills in Computer and Information Science Program Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadezda%20Pizika">Nadezda Pizika</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper discusses possible approaches of embedding the development of employability skills in the program curriculum. This paper contains analysis of the problem areas raised by employers regarding new graduates’ readiness to join workforce, the ways of possible improvements, and the actions required from different stakeholders. The case discussed in the paper is related to Computer and Information Science (CIS) Program offered at Higher Colleges of Technology (UAE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title=" employability skills"> employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers" title=" employers"> employers</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates" title=" graduates"> graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a> </p> <a href="https://publications.waset.org/abstracts/3793/embedding-employability-skills-in-computer-and-information-science-program-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28543</span> Exploring Students’ Views on Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Alshammari">Ahmad Alshammari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on exploring the students’ views about the science education in intermediate stage in State of Kuwait. This study used Social-Culture Theory (SCT) as a theoretical framework to understand the science curriculum reform process through the socio-cultural context and to discuss and explain the study findings. This study used a multi-method design, with both quantitative and qualitative methods to collect the data: students’ questionnaires and interviews. The study sample was selected randomly. First, the questionnaire was conducted with 647 students. Then 30 students (5 in each of 6 focus groups) were chosen to conduct the in-depth interviews. The findings of this study indicated the generally negative views of most of the students about the new science curriculum. The findings showed that most of the students have a negative attitude toward science, they have difficulty understanding most of the lessons, and they do not enjoy studying the science subject. This study recommends reviewing the new science curriculum (now currently in use) and taking into account the perspectives of the students about this curriculum. Developing and adapting the new science curriculum took place without taking into consideration the socio-culture and Islamic religion of Kuwaiti students. The MoE should deal with the relationship between science and culture and between science and religion, integrating more relevant science into the curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20views" title=" students views"> students views</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20curriculum" title=" science curriculum"> science curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a> </p> <a href="https://publications.waset.org/abstracts/54004/exploring-students-views-on-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54004.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28542</span> A Curricular Approach to Organizational Mentoring Programs: The Integrated Mentoring Curriculum Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Webb">Christopher Webb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work presents a new model of mentoring in an organizational environment and has important implications for both practice and research, the model frames the organizational environment as organizational curriculum, which includes the elements that affect learning within the organization. This includes the organizational structure and culture, roles within the organization, and accessibility of knowledge. The program curriculum includes the elements of the mentoring program, including materials, training, and scheduled events for the program participants. The term dyadic curriculum is coined in this work. The dyadic curriculum describes the participation, behavior, and identities of the pairs participating in mentorships. This also includes the identity work of the participants and their views of each other. Much of this curriculum is unprescribed and is unique within each dyad. It describes how participants mediate the elements of organizational and program curricula. These three curricula interact and affect each other in predictable ways. A detailed example of a mentoring program framed in this model is provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20and%20development" title=" organizational learning and development"> organizational learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/138124/a-curricular-approach-to-organizational-mentoring-programs-the-integrated-mentoring-curriculum-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28541</span> School Curriculum Incorporating Rights to Live in Clean and Healthy Environment: Assessing Its Effectiveness</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitaram%20Dahal">Sitaram Dahal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Among many strategic and practical needs in overcoming the threats and challenges being experienced in the global environment, constitutional provision for Rights to live in clean and healthy environment is one and so is the school curriculum incorporating information on such rights. Government of Nepal has also introduced information on rights to live in clean and healthy environment, as provisioned in its interim constitution of 2007, in the secondary level curriculum of formal education. As the predetermined specific objective of such curriculum is to prepare students who are conscious of citizens’ rights and responsibilities and are able to adopt functions, duties and rights of the rights holders and duty bearers; the study was designed to assess the effectiveness of such curriculum. The study was conducted in one private school and a community school to assess the effectiveness of such curriculum. The study shows that such curriculum has been able to make students responsible duty bearers as they were aware of their habits towards environment. Whereas only very few students are aware enough as being rights holders. Students of community schools were aware rights holders as they complain if they are not satisfied with the environment of the school itself. But private school is far behind in this case. It can be said that only curriculum with very few portion of information on such rights might not be capable enough to meet its objective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20rights" title=" environmental rights"> environmental rights</a>, <a href="https://publications.waset.org/abstracts/search?q=constitution" title=" constitution"> constitution</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/51910/school-curriculum-incorporating-rights-to-live-in-clean-and-healthy-environment-assessing-its-effectiveness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28540</span> An Analysis of a Canadian Personalized Learning Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruthanne%20Tobin">Ruthanne Tobin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The shift to a personalized learning (PL) curriculum in Canada represents an innovative approach to teaching and learning that is also evident in various initiatives across the 32-nation OECD. The premise behind PL is that empowering individual learners to have more input into how they access and construct knowledge, and express their understanding of it, will result in more meaningful school experiences and academic success. In this paper presentation, the author reports on a document analysis of the new curriculum in the province of British Columbia. Three theoretical frameworks are used to analyze the new curriculum. Framework 1 focuses on five dominant aspects (FDA) of PL at the classroom level. Framework 2 focuses on conceptualizing and enacting personalized learning (CEPL) within three spheres of influence. Framework 3 focuses on the integration of three types of knowledge (content, technological, and pedagogical). Analysis is ongoing, but preliminary findings suggest that the new curriculum addresses framework 1 quite well, which identifies five areas of personalized learning: 1) assessment for learning; 2) effective teaching and learning; 3) curriculum entitlement (choice); 4) school organization; and 5) “beyond the classroom walls” (learning in the community). Framework 2 appears to be less well developed in the new curriculum. This framework speaks to the dynamics of PL within three spheres of interaction: 1) nested agency, comprised of overarching constraints [and enablers] from policy makers, school administrators and community; 2) relational agency, which refers to a capacity for professionals to develop a network of expertise to serve shared goals; and 3) students’ personalized learning experience, which integrates differentiation with self-regulation strategies. Framework 3 appears to be well executed in the new PL curriculum, as it employs the theoretical model of technological, pedagogical content knowledge (TPACK) in which there are three interdependent bodies of knowledge. Notable within this framework is the emphasis on the pairing of technologies with excellent pedagogies to significantly assist students and teachers. This work will be of high relevance to educators interested in innovative school reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20reform" title="curriculum reform">curriculum reform</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12%20school%20change" title=" K-12 school change"> K-12 school change</a>, <a href="https://publications.waset.org/abstracts/search?q=innovations%20in%20education" title=" innovations in education"> innovations in education</a>, <a href="https://publications.waset.org/abstracts/search?q=personalized%20learning" title=" personalized learning "> personalized learning </a> </p> <a href="https://publications.waset.org/abstracts/59474/an-analysis-of-a-canadian-personalized-learning-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59474.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28539</span> Teachers’ Conception of and Perception towards the New Curriculum of Ethiopian Higher Education: A Case of Debre Birhan University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kassahun%20Tilahun%20Dessie">Kassahun Tilahun Dessie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the awareness of teachers and the attitude they have to the curriculum they implement as well as to assess the actual and desired magnitude of teachers' participation in curriculum development process. It also aimed at investigating the factors that affect teachers' level of conception and perception towards the new higher education curriculum. The study was carried out in Debre Birhan University. Teachers, course coordinators, team leaders and presidents were included in the study as research subjects. Teachers were proportionally selected from each department (of the six faculties) based on available sampling technique. Accordingly, a total of 103 teachers were chosen as a subject of the study. In order to collect first hand data from the teachers, a questionnaire with four parts was developed by the researcher. To this end, scales were designed for measuring the extent of teachers' awareness and attitude. Each of the scales encompasses 11 and 17 items respectively. An open ended questionnaire was also attached for the purpose of obtaining elaborated data on the issue. Information was also obtained from interviews with presidents, team leaders and course coordinators. The data obtained were analyzed qualitatively using descriptive statistical tools. The overall results of the analysis revealed that the awareness of teachers on the curriculum was low. The meager participation of teachers in the process of curriculum development and the deficiency of trainings on the concern were major factors. Teachers' perception towards the existence and implementation of the new curriculum was also inclined to the negative, though difficult to generalize. Lack of awareness, administrators poor approach and lack of facilitating appropriate incentives as well as absence of room for evaluating the curriculum etc plays big role in endangering teachers attitude while the up to datedness of the new curriculum, involvement of teachers in the curriculum development process, the wide ranging quality of the new curriculum etc laid a better ground to boost teachers attitude towards the curriculum. This may have implication to the university in that there is a need to facilitate workshops or awareness creation trainings, to have positive and cooperative administrators, and embracing committed teachers to implement the curriculum efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conception" title="conception">conception</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/21984/teachers-conception-of-and-perception-towards-the-new-curriculum-of-ethiopian-higher-education-a-case-of-debre-birhan-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">507</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28538</span> Curriculum System Optimization under Outstanding Engineers Training Mode of Mechanical and Electronic Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%20Miloudi%20Djelloul">El Miloudi Djelloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching program of `A plan for educating and training outstanding engineers' is divided into intramural teaching program and enterprise practice teaching program. Based on analyzing the basic principles of teaching plans which teaching plan follows for undergraduate mechanical and electrical engineering, major contents of specialty teaching project are studied amply. The study contents include the system optimization and reform of common curriculum, specialty curriculum and practice curriculum. The practice indicated that under outstanding engineers training mode, the optimized curriculum system have practicability, and achieve the training objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20system" title="curriculum system">curriculum system</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20and%20electronic%20engineering" title=" mechanical and electronic engineering"> mechanical and electronic engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=outstanding%20engineers" title=" outstanding engineers"> outstanding engineers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program "> teaching program </a> </p> <a href="https://publications.waset.org/abstracts/20476/curriculum-system-optimization-under-outstanding-engineers-training-mode-of-mechanical-and-electronic-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28537</span> Nationalism and Culturalism: Unification Education in South Korea Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eun-Young%20Yoon">Eun-Young Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to examine how unification with North Korea is being taught in South Korea classrooms. To analysis of the curriculum and textbooks about unification in South Korean classroom, this study uses nationalism and multiculturalism as major theoretical frameworks. Major findings show that curriculum and textbooks should describe unification with North Korea more detailed and complicated. And the balancing between ‘global citizenship’ and ‘national identity’ is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20citizenship" title="global citizenship">global citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=multiculturalism" title=" multiculturalism"> multiculturalism</a>, <a href="https://publications.waset.org/abstracts/search?q=nationalism" title=" nationalism"> nationalism</a>, <a href="https://publications.waset.org/abstracts/search?q=unification%20education" title=" unification education"> unification education</a> </p> <a href="https://publications.waset.org/abstracts/36463/nationalism-and-culturalism-unification-education-in-south-korea-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36463.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28536</span> Understanding Context and Its Effects in the Implementation of Modern Foreign Language Curriculum in Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ngoc%20T.%20Bui">Ngoc T. Bui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The key issue for teachers of a modern foreign language is the creation of a pedagogic environment, and this means that an understanding of context is vital. A pedagogic environment addresses the following: time, feedback, relations with other people, curriculum integration, forms of knowledge, resources and control in the pedagogic relationship. In this light, the multiple case study of the implementation of a modern foreign language curriculum focuses on exploring Vietnamese contexts and participants’ perceptions of factors that may affect their implementation process in order to examine thoroughly how the communicative language teaching (CLT) curriculum is being implemented in second language classrooms. A mixed methods approach is utilized to investigate contextual and personal factors that may affect teachers’ implementation of curriculum and pedagogical reform in Vietnam. This project therefore has the capability to inform stakeholders of useful information and identify further changes and measures to solve potential problems to ensure the achievement of the curriculum goals. The expected outcomes may also lead to intercultural language teaching guidelines to support english as a foreign language (EFL) teachers with curriculum design, planning and how to create pedagogic environment to best implement it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title="communicative language teaching">communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20implementation" title=" curriculum implementation"> curriculum implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20foreign%20language" title=" modern foreign language"> modern foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogic%20environment" title=" pedagogic environment"> pedagogic environment</a> </p> <a href="https://publications.waset.org/abstracts/75946/understanding-context-and-its-effects-in-the-implementation-of-modern-foreign-language-curriculum-in-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28535</span> Special Education Teachers’ Knowledge and Application of the Concept of Curriculum Adaptation for Learners with Special Education Needs in Zambia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Kapalu%20Muzata">Kenneth Kapalu Muzata</a>, <a href="https://publications.waset.org/abstracts/search?q=Dikeledi%20%20Mahlo"> Dikeledi Mahlo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pinkie%20Mabunda%20Mabunda"> Pinkie Mabunda Mabunda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents results of a study conducted to establish special education teachers’ knowledge and application of curriculum adaptation of the 2013 revised curriculum in Zambia. From a sample of 134 respondents (120 special education teachers, 12 education officers, and 2 curriculum specialists), the study collected both quantitative and qualitative data to establish whether teachers understood and applied the concept of curriculum adaptation in teaching learners with special education needs. To obtain data validity and reliability, the researchers collected data by use of mixed methods. Semi-structured questionnaires and interviews were administered. Lesson Observations and post-lesson discussions were conducted on 12 selected teachers from the 120 sample that answered the questionnaires. Frequencies, percentages, and significant differences were derived through the statistical package for social sciences. Qualitative data were analyzed with the help of NVIVO qualitative software to create themes and obtain coding density to help with conclusions. Both quantitative and qualitative data were concurrently compared and related. The results revealed that special education teachers lacked a thorough understanding of the concept of curriculum adaptation, thus denying learners with special education needs the opportunity to benefit from the revised curriculum. The teachers were not oriented on the revised curriculum and hence facing numerous challenges trying to adapt the curriculum. The study recommended training of special education teachers in curriculum adaptation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20adaptation" title="curriculum adaptation">curriculum adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20with%20special%20education%20needs" title=" learners with special education needs"> learners with special education needs</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20teachers" title=" special education teachers"> special education teachers</a> </p> <a href="https://publications.waset.org/abstracts/97176/special-education-teachers-knowledge-and-application-of-the-concept-of-curriculum-adaptation-for-learners-with-special-education-needs-in-zambia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97176.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28534</span> Challenges in Curriculum Development in Eastern European Countries: A Case Study of Georgia and Ukraine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Revaz%20Tabatadze">Revaz Tabatadze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to describe and analyze the intricacies of curriculum development within the broader context of general education reforms undertaken in Eastern European Countries. Importantly, this study is the first of its kind, examining Georgian and Ukrainian National Curriculum documents locally and internationally. The significance of this research lies in its potential to guide the Ministry of Education and Science of the mentioned countries in revising existing curriculum documents to address contemporary challenges in general education. The findings will not only benefit post-Soviet countries but also offer insights for nations facing curriculum development and effectiveness issues. By examining the peculiarities of curriculum development amid globalization, this research aims to contribute to overcoming educational challenges at both local and international levels. This study defines key concepts related to curriculum, distinguishing between intended, implemented, and attained curricula. It also explores the historical context of curriculum development in Georgia and Ukraine from 1991 to 2021, highlighting changes in teacher standards and teacher certification examinations. The literature review section emphasizes the importance of curriculum development as a complex and evolving process, especially in the context of globalization. It underscores the need for a curriculum that fosters critical thinking, problem-solving, and collaboration skills in students. In summary, this research offers a comprehensive examination of curriculum development in Georgia and Ukraine, shedding light on the challenges and opportunities in the age of globalization, with potential implications for educational systems worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20education%20reforms" title=" general education reforms"> general education reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=eastern%20European%20countries" title=" eastern European countries"> eastern European countries</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization%20in%20education" title=" globalization in education"> globalization in education</a> </p> <a href="https://publications.waset.org/abstracts/172703/challenges-in-curriculum-development-in-eastern-european-countries-a-case-study-of-georgia-and-ukraine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28533</span> Teaching Professional Competences through Projects: Experiencing Curriculum Development through Active Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Flavio%20Campos">Flavio Campos</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Masmo"> Patricia Masmo</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20Yamamoto"> Fernanda Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The report presents a research about teaching professional competencies through projects, considering the student as an active learner and curriculum development. Considering project based-learning, the report articulate the result of research about curriculum development for professional competencies and teaching-learning strategies to help the development of professional competencies in learning environments in the courses of National Learning Service in São Paulo, Brazil. There so, intend to demonstrate fundamentals to elaborate curriculum to learning environment, specific about teaching methodologies to enrich student-learning process, using projects. The practice that has been taking place since 2013 indicates the needs of rethinking knowledge and practice in courses that prepared students to labor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20design" title="curriculum design">curriculum design</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20competencies" title=" professional competencies"> professional competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based-learning" title=" project based-learning"> project based-learning</a> </p> <a href="https://publications.waset.org/abstracts/50502/teaching-professional-competences-through-projects-experiencing-curriculum-development-through-active-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">427</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28532</span> Integrating Sustainable Construction Principles into Curriculum Design for Built Environment Professional Programs in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Yakubu">M. Yakubu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20B.%20Isah"> M. B. Isah</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bako"> S. Bako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the findings of a research which sought to investigate the readiness to integrate sustainable construction principles into curriculum design for built environment professional programs in the Nigerian Universities. Developing the knowledge and understanding that construction professionals acquire of sustainable construction practice leads to considerable improvement in the environmental performance of the construction sector. Integrating sustainable environmental issues within the built environment education curricula provide the basis of this research. An integration of sustainable development principles into the universities built environment professional programmes are carried out with a view of finding solutions to the key issues identified. The perspectives of academia have been assessed and findings tested for validity through the analysis of primary quantitative data that has been collected. The secondary data generated has shown that there are significant differences in the approach to curriculum design within the built environment professional programmes, and this reveals that there is no ‘best practice’ that is clearly identifiable. Sequel to the above, this research reveals that engaging all stakeholders would be a useful component of built environment curriculum development, and that the curriculum be negotiated with interested parties. These parties have been identified as academia, government, construction industry and built environment professionals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title="built environment">built environment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20construction" title=" sustainable construction"> sustainable construction</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a> </p> <a href="https://publications.waset.org/abstracts/36374/integrating-sustainable-construction-principles-into-curriculum-design-for-built-environment-professional-programs-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">28531</span> Modeling Curriculum for High School Students to Learn about Electric Circuits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meng-Fei%20Cheng">Meng-Fei Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei-Lun%20Chen"> Wei-Lun Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Han-Chang%20Ma"> Han-Chang Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi-Che%20Tsai"> Chi-Che Tsai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent K–12 Taiwan Science Education Curriculum Guideline emphasize the essential role of modeling curriculum in science learning; however, few modeling curricula have been designed and adopted in current science teaching. Therefore, this study aims to develop modeling curriculum on electric circuits to investigate any learning difficulties students have with modeling curriculum and further enhance modeling teaching. This study was conducted with 44 10th-grade students in Central Taiwan. Data collection included a students’ understanding of models in science (SUMS) survey that explored the students' epistemology of scientific models and modeling and a complex circuit problem to investigate the students’ modeling abilities. Data analysis included the following: (1) Paired sample t-tests were used to examine the improvement of students’ modeling abilities and conceptual understanding before and after the curriculum was taught. (2) Paired sample t-tests were also utilized to determine the students’ modeling abilities before and after the modeling activities, and a Pearson correlation was used to understand the relationship between students’ modeling abilities during the activities and on the posttest. (3) ANOVA analysis was used during different stages of the modeling curriculum to investigate the differences between the students’ who developed microscopic models and macroscopic models after the modeling curriculum was taught. (4) Independent sample t-tests were employed to determine whether the students who changed their models had significantly different understandings of scientific models than the students who did not change their models. The results revealed the following: (1) After the modeling curriculum was taught, the students had made significant progress in both their understanding of the science concept and their modeling abilities. In terms of science concepts, this modeling curriculum helped the students overcome the misconception that electric currents reduce after flowing through light bulbs. In terms of modeling abilities, this modeling curriculum helped students employ macroscopic or microscopic models to explain their observed phenomena. (2) Encouraging the students to explain scientific phenomena in different context prompts during the modeling process allowed them to convert their models to microscopic models, but it did not help them continuously employ microscopic models throughout the whole curriculum. The students finally consistently employed microscopic models when they had help visualizing the microscopic models. (3) During the modeling process, the students who revised their own models better understood that models can be changed than the students who did not revise their own models. Also, the students who revised their models to explain different scientific phenomena tended to regard models as explanatory tools. In short, this study explored different strategies to facilitate students’ modeling processes as well as their difficulties with the modeling process. The findings can be used to design and teach modeling curricula and help students enhance their modeling abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electric%20circuits" title="electric circuits">electric circuits</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20curriculum" title=" modeling curriculum"> modeling curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20learning" title=" science learning"> science learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20model" title=" scientific model"> scientific model</a> </p> <a href="https://publications.waset.org/abstracts/76563/modeling-curriculum-for-high-school-students-to-learn-about-electric-circuits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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