Lower secondary intended curricula of science subjects and mathematics. A comparison of the Czech Republic, Estonia, Poland and Slovenia.

Autor/inn/en	Kácovský, Petr; Jedlicková, Tereza; Kuba, Radim; Snetinová, Marie; Surynková, Petra; Vrhel, Matej; Stratilová Urválková, Eva
Titel	Lower secondary intended curricula of science subjects and mathematics. A comparison of the Czech Republic, Estonia, Poland and Slovenia.
Quelle	In: Journal of curriculum studies, 54 (2022) 3, S. 384-405Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 403-405
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2021.1978557
Schlagwörter	Schulerfolg; Lehrplanforschung; Schulerfolg; Lernergebnis; Lernergebnisorientierung; Kognitives Lernziel; Lehrplanforschung; Vergleichende Analyse
Abstract	Comparative studies on science curricula provide insights into educational standards worldwide. Accordingly, in this study, we analysed the intended curricula of mathematics and science subjects of the Czech Republic, Estonia, Poland and Slovenia by comparing their lower secondary (ISCED 2) National Curriculum Documents on mathematics, physics, chemistry, biology, geography and geology from the perspective of learning outcomes. By document analysis, we extracted obligatory learning outcomes from the national curricula, assessing their level of detail and structure. A team of seven coders also measured cognitive demands of the learning outcomes using the revised Bloom's taxonomy. Our results showed considerable differences in the number of learning outcomes across countries and in the structure of these outcomes across subjects, even within national documents. Cognitive demands determined by learning outcomes were similar across the countries, but metacognitive knowledge and cognitive processes of higher level (Evaluate and Create) were mostly overlooked. We also found a lack of learning outcomes explicitly requiring the use of ICT, experimental or field work or data analysis. Although these requirements are usually formulated in general sections of curriculum documents, we recommend explicitly incorporating them into these documents as individual learning outcomes.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2023/1