Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability

Autor/inn/en	Hayati, Riza Sativani; Subali, Bambang; Paidi
Titel	Biodiversity Learning Continuum for Elementary School Students Based on Teacher Cognitive Ability
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.241-258 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Biodiversity; Science Instruction; Instructional Effectiveness; Sequential Approach; Elementary School Curriculum; Elementary School Students; Children; Cognitive Development; Cognitive Ability; Teacher Competencies; Elementary School Teachers; Spiral Curriculum; Knowledge Level; Difficulty Level; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Biodiversität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Schrittfolge; Child; Kind; Kinder; Kognitive Entwicklung; Denkfähigkeit; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spiralcurriculum; Wissensbasis; Schwierigkeitsgrad; Ausland; Indonesien
Abstract	An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies regarding the sequence of the materials -- known as a learning continuum -- to be taught to students to fit students' learning development, so that learning becomes more effective. The study aims to develop a biology learning continuum on the biodiversity topic for elementary school (ES) students. In this developmental research, the learning continuum was developed based on (1) the survey results regarding the cognitive ability of the 240 participating teachers, (2) group discussion results considering the stages of student cognitive development, cognitive levels and dimensions of materials, and (3) Biological science curriculum study (BSCS) as the standardized biology learning materials. The study has successfully developed 32 sub-topics in the learning continuum which were transformed into only 31 sub-topics at the cognitive level of C1 and C2, and the cognitive dimensions of fact and concept knowledge. This learning continuum is expected to help the development of a spiral curriculum in ES for more effective learning. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01