A Taxonomic Description of the Science Integrating Learning Objectives in Career and Technical Education Programs of Study

Autor/in	Spindler, Matthew
Titel	A Taxonomic Description of the Science Integrating Learning Objectives in Career and Technical Education Programs of Study
Quelle	In: Career and Technical Education Research, 35 (2010) 3, S.157-173 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-7558
DOI	10.5328/cter35.312
Schlagwörter	Curriculum Development; Metacognition; Classification; Scientific Concepts; Interdisciplinary Approach; Educational Objectives; Science Education; Cognitive Processes; Vocational Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Classification system; Klassifikation; Klassifikationssystem; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational objective; Bildungsziel; Erziehungsziel; Naturwissenschaftliche Bildung; Cognitive process; Kognitiver Prozess; Ausbildung; Berufsbildung
Abstract	The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The purpose of this study was to employ Bloom's revised taxonomy (Anderson, Krathwohl, Airasian, Cruiskshank, Mayer, Pintrich, Raths, & Wittrock, 2001) to describe the learning objectives CTE programs operationalized in order to integrate science concepts into classroom and laboratory instructions. The findings illustrate that while 66% of the participating CTE programs were integrating CTE and science curricular content, 88% of the specific integrating learning objectives utilized were characterized as addressing only lower order cognitive processes. It was found that higher order CTE and science integrating learning objectives that addressed procedures or techniques were virtually nonexistent and none of the objectives reviewed addressed metacognitive knowledge. Overall, the findings indicate that the integrating learning objectives that were reviewed tended to be concrete, simple, and have prescribed outcomes. (As Provided).
Anmerkungen	Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.agri.wsu.edu/acter/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10