Toward Cross-Cultural Curriculum Development: An Analysis of Science Education in the Philippines, Ghana, and the United States

Cruz, Anne C. Vera; Madden, Paul; Asante, Charles

doi:10.1007/978-3-319-60897-6_3

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…Despite the commonalities, the standardization of this relationship is yet to be determined, partially because different cultures and ethnicities have different definitions for STEAM concepts (Vera Cruz et al, 2018). There is also a lack of research informing to what extent the implementation of GC is taking place (Kinzie et al, 2017).…”

Section: Global Competency and Steam In Higher Educationmentioning

confidence: 99%

“…Another common thread between these two concepts is their shared lack of consensus (Carter, 2020;Vera Cruz et al, 2018). Neither STEAM nor GC has an absolute, globally adopted definition or a standardized method of curriculum implementation, which causes variance in language and assessment data (Chandir & Gorur, 2021;Rodríguez-Nieto & Alsina, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Global Competency Integration in STEAM Fields in Higher Education

Bushey

2024

Journal of Research in Science, Mathematics and Technology Education

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The concept of Global Competency (GC) has a growing presence in many collegiate mission statements in the United States. This interconnected, multidisciplinary approach coincides with that of the concept of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. The focus of this study was to identify what extent GC is present in the classrooms and curriculums, as well as the implementation methods higher education instructors observe and / or utilize in their STEAM field programs. The participants in this study were STEAM-field instructors at higher education institutions in the United States in which GC or an equivalent term is located in their mission or strategic plan. Seventy-six instructors from the midwestern United States completed a survey to generate a GC integration score, and 13 of those also participated in an interview. The quantitative analysis identified a statistically significant difference between the integration scores of Arts and Science instructors and Arts and Engineering instructors. Qualitative analysis identified curriculum and instruction-based strategies of successful integration, common barriers to integration, and the sentiment that integration varies greatly from a regional and sometimes institution-wide setting. The findings of this study can help standardize the concept and integration of GC in higher education as well as provide curriculum developers and administrators with a look at how GC is represented in the current climate of higher education.

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Section: Global Competency and Steam In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Global Competency Integration in STEAM Fields in Higher Education

Bushey

2024

Journal of Research in Science, Mathematics and Technology Education

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“…Internationalization at home (IAH) is an interesting alternative approach . However, only a few reports regard undergraduate STEM programs, − possibly because implementing intercultural aspects in the science courses is often being viewed as “out of context and unnecessary.” In chemistry, there are just a couple of examples in organic and inorganic chemistry classes , that clearly show interaction among students in different countries.…”

Section: Introductionmentioning

confidence: 99%

Creating a Globally Enhanced Chemistry Course through an Intercultural Collaborative Assignment

Watla‐iad

Hartwell

2022

J. Chem. Educ.

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The ability to collaborate with culturally diverse groups is essential, not only to further scientific knowledge but also to solve complex global problems. However, not all students have opportunities to develop intercultural competencies through study abroad programs, due to various issues such as cost, rigid curriculum, and unrelated field of study. Despite the importance, implementation of intercultural and global issues in science classrooms is rare, as they may seem out of context and unnecessary for the limited class time. An example approach to create a globally enhanced chemistry course through an intercultural collaborative assignment is presented here. The shared assignment, creating a presentation on an assigned chemical analysis topic, allowed students in Quantitative Analysis and Analytical Chemistry classes in the USA and Thailand to interact and work as a team to complete the task. Students practiced critical thinking while applying knowledge learned in class to extract and translate information reported in the research articles. In addition, students also gained intercultural working experiences in a chemistry context at no cost. They negotiated the time zones and language barrier while realizing the relevancy between analytical chemistry and society. This model of intercultural collaborative class assignment should be applicable to various subjects. It is beneficial in broadening students' perspectives within their field of study, and it can serve as a low cost approach to incorporate intercultural experiences in other subject areas throughout the curriculum.

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Challenging curricular hegemony through international perspectives

Roofe

Price

2022

The Curriculum Journal

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Toward Cross-Cultural Curriculum Development: An Analysis of Science Education in the Philippines, Ghana, and the United States

Cited by 6 publications

References 5 publications

Global Competency Integration in STEAM Fields in Higher Education

Global Competency Integration in STEAM Fields in Higher Education

Creating a Globally Enhanced Chemistry Course through an Intercultural Collaborative Assignment

Challenging curricular hegemony through international perspectives

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