Teachers’ Perceptions on the Changes in the Curriculum and Exit Examinations for Biology and Human Biology

Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives

“…A curriculum reform in the Northern Territory and South Australia aiming to strengthen students' literacy through the inclusion of metacognition showed that the lack of explicit instructions for teachers on how to include metacognition in lessons lead to poor alignment of the syllabus and classroom learning (Fenwick, 2018). Long term, focusing on the cognitive system while treating the metacognitive and self-system as optional curriculum component may result in lower enrolments of students in senior science subjects for intrinsic reasons (as opposed to selecting the subject as a means for gaining entry to certain university courses) as has become evident in Western Australia after the latest syllabus reform (Kruger, Won, & Treagust, 2013).…”

“…It is questionable, however, whether retrieval and comprehension skills which dominate the new syllabi are most effectively taught by inquiry learning. Instead, teachers may choose to adopt a more didactic teaching style faced with a highly prescriptive curriculum content and high stakes external examinations (Kruger et al, 2013). More prescriptive syllabi also lead to more time constraints for teachers, which has been found to be one of the biggest barriers to inquiry learning (Fitzgerald, Danaia, & McKinnon, 2017).…”

Analysis of the Goals of 21st Century Primary Schools Based on Class Teachers’ Opinions

“…The ways how the teachers, as the actual implementers and one of the stakeholders group, perceive the curriculum can be considered as an important aspect in such that they may possibly reveal how the curriculum comes into being in the classrooms. In a recent one of such studies, Kruger, Won & Treagust (2013) investigated teachers' perceptions on the changes of in the curriculum of K-10 schools in Australia and found that teachers welcomed the added contents that leaded students to learn about how the topics can be applied to their daily lives. This finding of the study is compatible with the overall perceptions of the participant teachers of the current research on the functions of schools, in that most of the teachers, as regard to function of instruction, emphasized the practicality of the information presented in the curriculum.…”

Wirkungen zentraler Abschlussprüfungen im Mehrebenensystem Schule. Eine Zwischenbilanz internationaler und nationaler Befunde und Forschungsdesiderata

“…Geht es nicht um das Prüfungssystem als Ganzes, sondern um Änderungen (z. B. der Prüfungs-standards), legt die Studie von Krüger et al (2013) (Perryman et al 2011).…”