A Comparative Analysis of Junior High School Science Curriculum Standards in Mainland China, Taiwan, Hong Kong, and Macao: Based on Revised Bloom’s Taxonomy

Wei, Bing; Ou, Yitong

doi:10.1007/s10763-018-9935-6

Cited by 36 publications

(33 citation statements)

References 15 publications

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“…There was no significant difference found in these among the three analysed curricula. The Czech and Turkish curricula authors should consider having more metacognitive knowledge dimension objectives incorporated in further editions because the evidence related to its effectiveness comes from contemporary cognitive science research (Wei & Ou, 2018). An example of its functionality can be found, for example, in the newly emerging Senior High School Chemistry Curriculum in China, where it poses a challenging objective (Wei, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…There are two studies analysing different countries' or regions' science curricula. However, they focus on top-performing countries in multinational exams (Lee et al, 2016;Lee, Kim, & Yoon, 2015;Wei & Ou, 2018). The present study targets three countries from various score levels in these multinational exams.…”

Section: Significance and Research Questionsmentioning

confidence: 99%

“…Besides, this level of objective holds for authentic assessment (e.g., a lesson observation rubric) rather than conventional (paper-pencil) tests. There are few methodologically sound studies focusing on the intellectual demands of chemistry or science curricula (Lee et al, 2016;Lee, Kim, & Yoon, 2015;Wei & Ou, 2018;Zorluoglu, Kizilaslan, & Sozbilir, 2016). To consider intellectual demands, the researchers focused on the cognitive processes and knowledge demands.…”

Section: Introductionmentioning

confidence: 99%

“…Finland is ranked top in these exams in terms of scientific literacy, Czechia average, and Turkey below average depending on the exam years (Organization for Economic Cooperation and Development [OECD], 2019). The reasons that these trends affect 15-year-olds' performance in the test might be the factors outside those mentioned above or these countries' elementary science curricula (see Wei & Ou, 2018). Comparing the intellectual demands of these three curricula might provide us with interesting information about how they vary, how expectations from chemistry teachers differ, and if the variation correlates with the three countries' PISA ranking.…”

Section: Introductionmentioning

confidence: 99%

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The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy

Elmas

Rusek

Lindell

et al. 2020

Chem. Educ. Res. Pract.

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Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for teaching and learning processes and practice during lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom's Taxonomy (RBT). The intellectual demands were examined analysing the action verbs in the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives than the Czech and Finnish curricula. The domineering objectives in cognitive demands were understand (77.2%) and analyse and apply (both 7.1%). Conceptual items dominated (59.8%) with procedural items identified (29.1%). Also, there are five metacognitive items (3.9%). The Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward apply (40%) with understand and evaluate accordingly represented by 20%. Conceptual items dominate with a 53.3% of occurrence. In the Finnish curriculum, the cognitive demands were skewed toward apply (47.1%) with create (23.5%) and understand (17.6%). Procedural (35.3%) domains predominate, although metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education design the interventions and assessments implemented in the classes. Comparing the distribution of intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Significance and Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy

Elmas

Rusek

Lindell

et al. 2020

Chem. Educ. Res. Pract.

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“…Education program plays an important role in the learning of students, teachers' practices and preparation of textbooks by reflecting the basic norms and needs of a country (Wei & Ou, 2019: 1460. Countries attempt to improve their teaching programs in order to increase the quality of science education (Ayas, 1995: 149), which is extremely effective in the development of a country (Bozdoğan, 2007: 1).…”

Section: Extended Abstract Introductionmentioning

confidence: 99%

Comparison of Turkey and Singapore Primary School Science Programs

KARALI

Palancioğlu

Ahadi

2021

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Technological and scientific developments occur rapidly and spread globally. In order to meet the changing social needs, changes are occurring in the field of education as in every field. Countries reorganize their education systems and curricula according to the needs of the age in order to keep up with these developments. The course of science has an important place in raising individuals who can understand and use today's scientific knowledge and technology effectively. In this context, Turkey Science Teaching Program was renovated in 2018 and has been implemented. Comparison of the curricula of the countries is of great importance in terms of developing and improving the curriculum. In this study, it was aimed to reveal the similarities and differences by comparing the Science Teaching Program of Turkey with Primary Science Syllabus of Singapore, which ranks high in international exams in the field of science. In the study, one of the qualitative research methods, "document analysis" was used. The science teaching programs of the countries were examined under the titles of aims, content, values, skills and processes, learning and teaching processes, measurement and evaluation. As a result of the research, it was determined that there are similarities in terms of aims, skills and processes, learning and teaching processes, assessment and evaluation approach, and differences in terms of values and content in the program.

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Applying Strategies of Higher Order Thinking in Pre-gradual Preparation of Technical Subject Teachers

Brečka

Hašková

2021

Educating Engineers for Future Industrial Revolutions

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A Comparative Analysis of Junior High School Science Curriculum Standards in Mainland China, Taiwan, Hong Kong, and Macao: Based on Revised Bloom’s Taxonomy

Cited by 36 publications

References 15 publications

The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy

The intellectual demands of the intended chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy

Comparison of Turkey and Singapore Primary School Science Programs

Applying Strategies of Higher Order Thinking in Pre-gradual Preparation of Technical Subject Teachers

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