Vol. 2 Iss. 3

Science Education under a Totalitarian Theocracy: Analyzing the ISIS Primary Curriculum

Abstract: We conducted an unprecedented analysis of the Islamic State of Iraq and Syria (ISIS) primary school science curriculum. The research question focuses on the general scientific quality of the five documents examined, the integration of religious content and the possible tensions between science and religion that result from including such material in the corpus. This content analysis also focuses on the ideological/political agenda that supports its content and structure. Conclusions argue that the ISIS science curriculum appears to be committed to an absolutist/theocratic ideological program that, among other things, promotes a very inadequate concept of scientific activity and content. Recommendations about secularization and the reconstruction of post-ISIS education systems are formulated.

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Vol. 2 Iss. 3

Didactic proposal to overcome the difficulties in the learning of Area and Volume in Spanish Primary Education students

Abstract: This work presents a didactic proposal for the learning and measure of surface area and body volume. This proposal is framed in the Anthropological Theory of the Didactic (ATD), based on the recognized errors in the learning of these magnitudes and considering their connection with the typified learning difficulties or epistemological obstacles. The proposal was developed as a didactic sequence, including the tasks from didactic situations (as considered by Brousseau) and with a cross-curricular perspective in relation to the social-systemic structure (ATD), without restricting them in any didactic unit. The praxeology was structured in accordance with the approaches of the ATD, and the didactic methodology was based on the definition of the errors, which followed the phases of development of the usual models in the learning of Geometry.  These phases were defined under a generic framework influenced by the developed Van Hiele model for the learning of Geometry. The tasks that composed the didactic sequences were created “ad-hoc” or extracted from adequate sources throughout the Spanish curriculum of Primary Education. The proposal was designed to be applied in the 5th Primary Education grade. The collection of evidences on the students learning regarding the area and the volume after the implementation of the proposal constitutes the natural next step of this project.

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Vol. 2 Iss. 3

An Indonesian Translation and Adaptation of the POSTT: A Science Teacher Pedagogical Orientation, Formative Assessment Device

Abstract: Indonesia has experienced problems in teacher quality, especially science teachers. Teacher-training programs in which preservice teachers are taught to use the most appropriate science teaching methods are critical in order to prepare qualified teachers. Having a formative way to assess and discuss preservice science teachers’ preferred teaching orientations is important. Therefore, the Pedagogy of Science Teaching Test (POSTT) was translated and adapted into Bahasa as a formative assessment for preservice science teachers. There were eight steps in the translation and validation of a selected set of POSTT items into Bahasa (Indonesian language) involving Indonesian language experts and science content experts. Pilot study data indicates that the transadapted items are both reliable and valid for use with Indonesian teachers, and that the transadapted POSTT items are understandable and adequately fit with Indonesian school culture. This being the case, science educators in other countries may also wish to employ transadapted POSTT items for preservice science teacher education purposes.

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Vol. 2 Iss. 3