The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An Analysis Based on Revised Bloom's Taxonomy

Autor/inn/en	Lee, Yew-Jin; Kim, Mijung; Yoon, Hye-Gyoung
Titel	The Intellectual Demands of the Intended Primary Science Curriculum in Korea and Singapore: An Analysis Based on Revised Bloom's Taxonomy
Quelle	In: International Journal of Science Education, 37 (2015) 13, S.2193-2213 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1072290
Schlagwörter	Elementary School Science; Science Curriculum; Taxonomy; Science Achievement; Achievement Tests; Elementary School Students; Foreign Countries; Epistemology; Cognitive Ability; Interrater Reliability; Exit Examinations; Comparative Education; Physics; Chemistry; Earth Science; Metacognition; Astronomy; Scientific Concepts; Cognitive Processes; Knowledge Level; Scientific Literacy; Environment; Singapore; South Korea + Suchen Sie Ihr Suchwort? Taxonomie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Erkenntnistheorie; Denkfähigkeit; Interrater-Reliabilität; Final examination; Abschlussprüfung; Vergleichende Erziehungswissenschaft; Physik; Chemie; Earth sciences; Geowissenschaften; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Astronomie; Cognitive process; Kognitiver Prozess; Wissensbasis; Umwelt; Singapur; Korea; Republik
Abstract	While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01