Science curriculum reform as a socioculturally anchored practice

Activity Theory as Analytical Tool: A Case Study of Developing Student Teachers’ Creativity in Design

Healthcare professionals must be able to work in multidisciplinary teams (MDTs). The purpose of this editorial is to explain how healthcare professionals (can) contribute to the effectiveness of MDT, through the use of activity theory (collective work activity shared by others who are motivated by a purpose mediated by tools in order to achieve a specific goal) and the associated idea of knotworking (method of tying, untying, and retying together seemingly separate threads of activity). The leading thesis here is that MDTs benefit from health professionals with well-established leadership skills, and also strong collaborative skills that enable them to transition fluidly between leadership roles as needed to advance patient care. Within activity theory, knotworking is the process of tying and untying various threads of activity and knowledge from across the MDT in order to accomplish specific objectives over time. Knotworking exemplifies the dynamic nature of MDT collaboration, which requires professionals to be productive in their environment. The viewpoints offered in this editorial contribute to a new perspective on MDTs, one that acknowledges distributed leadership and the importance of co-producing a successful partnership in a clinical setting.

How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa

This paper aims at providing a detailed explanation on the necessity of an alternative approach based on Activity theory for the requirements analysis of a restaurant automation application. In the recent past, android platform has turned out to be one of the most user-friendly platforms for the development of application software. Also, the number of devices on which android applications can be used outrun the other platforms. Automation is one such domain which takes advantage of this platform. One such scenario is the application of automation in restaurants. This helps in efficiently reducing manpower, improving efficiency, accuracy and quality of the system. However, the applications developed in this domain fail to meet all of an average customer’s requirements. Thus the requirements analysis phase is critical to the development of such applications. The traditional methods of requirements engineering do not ensure that a majority of the requirements are captured and hence turn out to be unsuitable for restaurant automation application. Thus, in this paper, the use of activity theory for requirements analysis has been proposed for capturing the non-functional requirements which play a major role in the evaluation of performance characteristics of the system.

Science Education and Curriculum Reform in Papua New Guinea

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status.

The principles of Web 2.0 such as transparency, security, community, usability, and availability are well suited to help effectively manage the effects of a disaster. Many Web 2.0 technologies rely on social collaboration, and as a result these technologies are built with robust communication channels. Utilizing this existing framework will help to create software systems that can efficiently manage disasters. This chapter will examine differing Web 2.0 innovations through the use of Activity Theory, and the benefits and drawbacks of each technology will be analyzed. From this analysis, recommendations and conclusions will be presented to the reader.

Chinese method of fattening fish

The paper highlights correlation between Adaptive Business Environment and Web Semantic, Petridynamics, Adaptive Semantic Web. The Business environment use of Activity Theory and Web Semantic help in formatting the Ontology.

Proposals for current reform in science education elaborate national standards and a plethora of state‐level interpretations commonly labeled as curriculum or learning frameworks. The purpose of this case study was to examine the dynamics of the science curriculum reform process in one of the first school districts to use the Georgia Framework for Learning Mathematics and Science as a basis for their reform initiative. The paper describes the ways in which members of the Olympia School District's Science Curriculum Committee participated in the science curriculum reform process, as well as their personal beliefs about the criteria needed for reform to take place. The results highlight the nature of metaphors guiding reform efforts; the influence of social, historical, economic, and political forces on the reform process; the use of local and professional languages as discourses for communicating about reform; and the complex power relations that influence the micropolitics of reform in the Olympia School District. This study has important implications for other teachers and school districts engaged in standards‐based science curriculum reform. It points to the need for reform to include reflection and analysis of the role of teachers in the reform process and consideration of the purpose of science education reform in society.

Curriculum and Learning: Towards a Competency-based Science, Technology, Engineering, and Mathematics (STEM) Curriculum Reform in Armenia

Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age.
 Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model

In 1960, the internal assessment of pupils’ practical competence as a component of a public examination in science in England and Wales was virtually unknown. A generation later, such assessment is a requirement of the Key Stage 4 examination of all pupils studying science as part of the national curriculum. This paper identifies and examines some of the factors that have brought about this change and discusses some of the issues raised by the attempts made to assess practical competence in science in ways that are valid, reliable and command public and professional confidence. It also suggests that the contemporary emphasis on the internal assessment of practical skills has generated a substantial research agenda that includes significant questions about the relationships between science curriculum reform and the mediation and negotiation of science education policy at various levels within an education system.

Implementing the Independent Curriculum in Indonesia presents challenges in educational assessment, especially in efficiently evaluating students' essay responses. This study aims to develop and test an educational evaluation model based on artificial intelligence (AI) technology, especially the vision language model, which can automate and improve the process of assessing student learning outcomes in science. This study explores the potential of Vision Language Models (VLMs) as an innovative solution. This study uses a mixed sequential explanatory method. The subjects in this study were junior high school students. The data collection method used interviews. Data collection instruments with questionnaires. Data analysis techniques used were qualitative, quantitative, descriptive analysis, and inferential statistics. The study results are that integrating VLMs increases the efficiency and objectivity of assessment. This study concludes that VLMs can reduce teacher workload, improve feedback, and show synergy between technology and curriculum reform in the Independent Curriculum era. The implications of this study are very significant for the development of science and technology education; the use of vision language models (Vision-Language Models) in evaluating science education can increase the accuracy and objectivity in assessing student learning outcomes.

The science curriculum reform by Quebec’s Ministère de l’Éducation, du Loisir et du Sport (MELS) mandates the use and evaluates the performance of students in activities that would be defined as inquiry-based. This article discusses the importance of using inquiry-based laboratory experiments and assesses the challenges that teachers face when using this type of pedagogy.