The role of the formal written curriculum in standards-based reform

Bergqvist, Ewa; Bergqvist, Tomas

doi:10.1080/00220272.2016.1202323

Cited by 20 publications

(22 citation statements)

References 29 publications

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“…A national curriculum is used to achieve the intended educational goals at the national level and guides and regulates educational processes (Oliva, 1997). Whilst teaching practices could be more direct about learning outcomes, the failure of educational reform may be owing to ambiguous meanings in formal teaching documents (such as curricula), as well as the methods and practices used (Bergqvist & Bergqvist, 2017;Cuban, 2013;Fullan, 2001). Moreover, a national curriculum is not a neutral assemblage of knowledge; instead 'it is produced out of cultural, political and economic conflicts, tensions and compromises' (Apple, 1993, p.1).…”

Section: Introductionmentioning

confidence: 99%

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Yan

Lavonen

Tirri

2019

International Journal of Science Education

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This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are writte in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public.

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Section: Introductionmentioning

confidence: 99%

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Yan

Lavonen

Tirri

2019

International Journal of Science Education

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“…It is tempting to consider the results of this study in terms of East and West. We know that the Swedish national curriculum is influenced by the same reform ideas as expressed in the NCTM (1989,2000) Standards and Adding it up (Kilpatrick et al, 2001) (Bergqvist & Bergqvist, 2017). This could explain the focus on the meaning of the equal sign and the functional approach.…”

Section: -9mentioning

confidence: 99%

Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study

Hemmi

Bråting

Lepik

2020

Mathematical Thinking and Learning

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The aim of the study is to investigate and compare approaches to algebra in the Estonian, Finnish, and Swedish national core curricula (Grades 1-9). Despite the similarities in the school systems of these neighboring countries, the analysis reveals three quite different curricular approaches. The Estonian approach shows influences of the Russian Davydov School. The Finnish approach to some extent resembles the traditional one whereby algebra is addressed first at the lower secondary level and then in a formal manner. However, there are also characteristics typical of the functional view, which dominates the Swedish curriculum. Here, as opposed to the documents from the other two countries, a transition to more formal sophisticated methods at the secondary level is not visible at all. We discuss the results in relation to earlier research and students' different learning outcomes in light of international evaluations.

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“…As instruments for governing education and promoting school‐based reform (Lavrenteva & Orland‐Barak, 2015; Mølstad & Hansén, 2013), national policies constitute “the masterplan” whose implementation schools and teachers are legally accountable for. However, its effectiveness is contingent upon the clarity of the “message” being conveyed to practitioners since words with vague or highly specialized meanings can lead to a multiplicity of local interpretations and inconsistent classroom enactments (Bergqvist & Bergqvist, 2017; Hill, 2001). Such a requirement gives rise to a complex situation when involving technology, since policy‐makers are faced with the challenging task of sending a clear message about what remains a theoretically and philosophically nebulous concept.…”

Section: Technology In the Curriculummentioning

confidence: 99%

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Oliveira

Schneider

Kim

2020

Human Behav and Emerg Tech

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Despite its ubiquity in modern life, there presently exists no consensual agreement on what technology is exactly. Striving for theoretical advancement and clarity, this grounded theoretical paper comparatively considers how technology is explicitly defined or implicitly conceptualized in the national education policies of three different countries: Brazil, Korea, and the United States. Serving as a source of theoretical insight, curriculum conceptions of technology are considered in light of scholastic philosophy and academic theorizing about the nature of technology. It is described how curriculum conceptions of technology varies in terms of alignment with humanities-or engineeringoriented philosophical perspectives on technology, in terms of society-centeredness (technology-society relations) or learner-centeredness (technology-self relations), and in terms of prioritizing preparation of informed users or producers/creators of technology. Despite such variations, several common themes are noticeable, including a strong emphasis on the latest technologies, the creative side of technological design, and a tendency to conceive of technology computationally. It is argued that comparing the national curricula of different countries offers a unique opportunity to examine diverse perspectives on technology and potentially advance deliberations about its nature. International comparison also provides a broader and richer context for theorizing about the ontological status of such an important and yet elusive human endeavor. K E Y W O R D S curriculum conceptions, national policies, nature of technology, philosophy and history of technology, technology in the curriculum 1 | INTRODUCTION Whether integrated across the content areas or taught as a separate school subject, technology has become an integral part of the school curriculum. Across the globe and the K-12 grade spectrum, educators have increasingly recognized and capitalized upon the potential of information and communication technologies to pedagogically support student development and learning of academic content like science (Krajcik & Mun, 2014; Oliveira et al., 2019). Students, in turn, have come to learn largely through technological representations (e.g., digitalized images and interactive inscriptions) and can now learn about technology itself with the recent emergence of new school subjects such as computer science in countries like the United States. In curriculum development and policy-making circles, if the question is "What knowledge is most worth?", the answer is likely to include technology. Its ubiquity in education has been celebrated by some scholars who have argued that technology can radically transform and improve schooling (Dede, 2000; Mcdonald & Ingvarson, 1997) and help make it more inclusive to displaced and underprivileged populations worldwide (UNESCO, 2018). In contrast, others have lamented this rapidly

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The role of the formal written curriculum in standards-based reform

Cited by 20 publications

References 29 publications

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Curricular approaches to algebra in Estonia, Finland and Sweden – a comparative study

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

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