The Globalization of Science Curricula

Stacey, Oliver; Lazzari, Giulia De; Grayson, Hilary; Griffin, Hazel; Jones, Emily; Taylor, Amanda; Thomas, David J.

doi:10.1007/978-3-319-71532-2

Cited by 8 publications

(7 citation statements)

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“…The impact of globalization the science curriculum and its impact on the curriculum is an interesting topic for research but it depends on acquiring comparable data on school curricula from sufficient numbers of countries (Stacey et al 2018). The globalisation of local educational policies can be partly explained by transnational influence particularly results of TIMSS and PISA studies (Dvořák & Holec, v recenzním řízení).…”

Section: Resultsmentioning

confidence: 99%

A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

Holec¹

2019

sciED

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In recent years, both in the Czech Republic and abroad, there has been a debate about the renaissance of educational content and its intended form expressed in national curricula. From the curriculum analyses point of view, it is highly interesting to compare similar curricula created in different contexts, on the one hand, and different curricula created in similar contexts on the other hand. On the basis of the context-curriculum analysis, the curricula of England, Scotland and the Czech Republic were selected. The paper seeks to explore biology education in three National Curriculum Frameworks in the field of primary and lower secondary education. The comparative analysis is a tool for a deeper understanding the intended learning objectives as stated in the curricula. It provides an opportunity to compare different types of curricula and analyse biology content organization and the cognitive demands of the respective disciplinary knowledge, at least judging from the curriculum documents. The paper contributes to comparative curriculum research and provides the knowledge needed for the future process of curriculum review in the Czech Republic. I conclude that, while all these curricula emphasize learning outcomes and experiences, there are distinct differences between them in a stronger emphasis on the disciplinary knowledge or developing transversal competencies. It is reflected in both the learning outcomes formulation and the level of their specificity. This paper offers a contribution to the debate about the way in which particular disciplinary content is organized and taught from the perspective of a specific curriculum policy.

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Section: Resultsmentioning

confidence: 99%

A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

Holec¹

2019

sciED

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“…In the current curriculum reform, the notion of core competencies has been borrowed from the international community of education (Ananiadou & Claro, 2009;Pepper, 20111;EU, 2008) and is used to reconstruct the new SHSCC, which involves the issue of the balance between globalization and localization. As Stacey et al (2018) indicated, the globalization of science curricula has been driven by a variety of forces. Carter (2005) further argued that the "current science education improvement discourses are more representative of national responses to global economic restructuring and the imperatives of the supranational institutions than they are of quality research into science teaching and learning" (p. 573).…”

Section: The Globalization and Localization Of Chemistry Curriculummentioning

confidence: 99%

Reconstructing School Chemistry Curriculum in the Era of Core Competencies: A Case From China

Wei¹

2019

Proceedings of the 2nd International Conference on Research in Education, Teaching and Learning

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In China, the new Senior High School Chemistry Curriculum (SHSCC) has been developed in the era of core competencies as response to social changes. This paper provides an account of the official document of this curriculum, the Chemistry Curriculum Standards of Senior High School (the 2017 version) with the aim of examining the mechanism of embedding the notion of core competencies in the new chemistry curriculum. An internalist perspective was adopted to analyze its process and product. Data were mainly collected from two sources: curriculum documents related with the new SHSCC and interviews with two key informants who were involved in designing the new curriculum. A narrative analysis was conducted to produce five themes, they are: (1) social context; (2) sources; and (3) conceptualization of chemistry core competencies; (4) structure and content; and (5) teaching requirements. In the last part of this article, the discussion is focused on three issues: (1) the curriculum idea and discourses in the view of core competence; (2) the construction of subject matter of chemistry in the internalist views; and (3) the globalization and localization of chemistry curriculum.

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“…Text analyses of official policy documents, curricula and textbooks, for example, has been used to reflect the changes in the intended curricula in different countries over time (Meyer et al, 1992;Benavot et al 1991;Baker & LeTendre, 2005;Bromely, et al 2011). Shedding light on curricular development, research has focused on time spent on different subject domains in different countries (Schmidt et al, 1997;Baker & LeTendre, 2005;Stacey et al, 2018). Large-scale data has been used to explore performance patterns across countries, i.e.…”

Section: Empirical Findings Of Curricula Harmonizationmentioning

confidence: 99%

“…A recent report by Stacey et al (2018) using data from National Research Coordinators in five TIMSS cycles investigated how globalization has impacted on science curricula. Their focus was on the aspects of intended curricula and they explored, among other things, whether there had been changes in science curricula over the last 20 years, and whether there was a trend of science curricula becoming increasingly similar across countries.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

“…Results showed a considerable variation among countries in terms of the number of topics covered, and changes made to the science curricula across the period 1999-2015. Via cluster analysis and discriminant analysis, Stacey et al (2018) however identified two clusters of countries with different coverage (high-low) with respect to the available science topics. Between the TIMSS administrations in 2007 and in 2015, a large share of countries in grade four, as well as in grade eight, moved to the group with higher coverage of science topics.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

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Are Mathematics Curricula Harmonizing Globally Over Time? Evidence from TIMSS National Research Coordinator Data

Johansson

Hansen

2018

EURASIA J MATH SCI T

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Given the impact of international large-scale assessments (ILSAs) on policy-making in different educational systems around the world, this study aims to examine whether national mathematics curricula in different educational systems harmonize over time. Data from the Trends in International Mathematics and Science Study (TIMSS) is used to explore this issue. In addition to background questionnaires given to students, teachers and schools, a curriculum questionnaire was completed by each national research coordinator (NRC) in all participating countries in each TIMSS cycle. In the present study, data from 2003, 2007, 2011 and 2015 was used. The analyses focused on the information about the extent to which the national mathematics curriculum covered certain topics in the subdomains of mathematics tested in TIMSS Grade 8. Growth curve modeling and latent profile analyses were applied to uncover the development trend and countries' unobserved profiles in mathematics content domains of Number, Algebra, Geometry, and Data. Three clusters of countries were identified. Most countries belonged to the same profile in the later cycles of TIMSS. The study found indications of a general harmonization with respect to number of topics covered in countries' curricula over time, thus contributing to discussions of policy implications of a global curriculum.

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The Globalization of Science Curricula

Cited by 8 publications

References 0 publications

A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

A Comparative Study of Biology Curricula in England, Scotland and the Czech Republic

Reconstructing School Chemistry Curriculum in the Era of Core Competencies: A Case From China

Are Mathematics Curricula Harmonizing Globally Over Time? Evidence from TIMSS National Research Coordinator Data

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