An analysis of student teachers' understanding of integration of science and technology activities

Stears, Michèle; McKay, Joane W.; Bentham, Hayley

doi:10.1080/18146627.2011.586141

Cited by 1 publication

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“…Today developing countries suffer from poverty and in order to reduce this pressure, these countries should integrate science and technology in their curriculum. So, in parallel with this opinion, United Nations Educational, Scientific and Cultural Organization supports the developing countries to develop innovative programs which integrate both science and technology (Stears, Mckay, & Bentham, 2011). Less than 10% of the standards in five out of eight units in science curriculum take part in AV learning area.…”

Section: Discussion and Conclusion About Compatibility Of Intended Anmentioning

confidence: 99%

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Çìl¹,

Çepni²

2014

IES

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International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are similarities among the nationwide examination questions and the international examination questions. This paper presents the findings obtained from the analysis of intended and attained curriculum in Turkish science context. Secondly, the paper analyses Level Determination Examination science questions according to Piaget cognitive development theory. Finally, the paper discusses the differences and similarities between the science questions in Level Determination Examination and Program for International Students Assessment. The results reveal that most Turkish students could not attain learning outcomes in intended curriculum. Level Determination Examination science questions are usually compatible with formal operational abilities of Piaget's theory of cognitive development and they are highly similar with the questions of Program for International Students Assessment.

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Section: Discussion and Conclusion About Compatibility Of Intended Anmentioning

confidence: 99%

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

Çìl¹,

Çepni²

2014

IES

View full text Add to dashboard Cite

show abstract

An analysis of student teachers' understanding of integration of science and technology activities

Cited by 1 publication

References 5 publications

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

The Association of Intended and Attained Curriculum in Science with Program for International Students Assessment

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