A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey : A Comparative Analysis Based on the Revised Bloom’s Taxonomy (2020)
Elmas, R., Rusek, M., Lindell, A., Nieminen, P., Kasapoglu, K., & Bílek, M. (2020). The Intellectual Demands of the Intended Chemistry Curriculum in Czechia, Finland, and Turkey : A Comparative Analysis Based on the Revised Bloom’s Taxonomy. Chemistry Education Research and Practice, 21(3), 839-851. https://doi.org/10.1039/D0RP00058B
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Elmas, Ridvan; Rusek, Martin; Lindell, Anssi; Nieminen, Pasi; Kasapoglu, Koray; Bílek, Martin
Lehti tai sarja: Chemistry Education Research and Practice
eISSN: 1756-1108
Julkaisuvuosi: 2020
Volyymi: 21
Lehden numero: 3
Artikkelin sivunumerot: 839-851
Kustantaja: Royal Society of Chemistry
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1039/D0RP00058B
Julkaisun avoin saatavuus: Ei avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68634
Tiivistelmä
Understanding the intellectual demands of an intended curriculum is crucial as it defines the frames for actual teaching and learning processes and practice during the lessons. In this study, upper-secondary school chemistry curricula contents in Czechia, Finland, and Turkey were analysed, and their objectives were compared using the Revised Bloom’s Taxonomy (RBT). The intellectual demands were examined analysing the action verbs of the three curricula objectives based on their association with the intended cognitive process dimensions in the RBT. The Turkish upper-secondary chemistry curriculum was found to be more structured, detailed, and containing more objectives compared to the Czech and Finnish curricula. The domineering objectives in cognitive demands were Understand (77.2%) and Analyse and Apply (both 7.1%). Conceptual items dominated (59.8%) with Procedural items identified (29.1%). Also, there are five Metacognitive items (3.9%). Czech curriculum, compared to the Finnish and Turkish curricula, does not take modern trends in the field of chemistry into account. The cognitive demands in the Czech curriculum were skewed toward Apply (40%) with Understand and Evaluate accordingly represented by 20%. The Conceptual items dominate with 53.3% occurrence. In the Finnish curriculum, the cognitive demands were skewed toward Apply (47.1%) with Create (23.5%) and Understand (17.6%). Procedural (35.3%) domains predominating, although Metacognitive objectives represent a significant share (23.5%) too. These findings from the contents and intellectual demands of the curricula in each of the three countries have the potential to help teachers and other actors in education to design the interventions and assessments implemented in the classes. Comparing the distribution of the intellectual demands between the countries provides an international reference for educational reforms in hand in many countries.
YSO-asiasanat: luonnontieteet; kemia; oppimistavoitteet; vaatimukset; opetussuunnitelmat; lukio; vertaileva tutkimus
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2020
JUFO-taso: 1
