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Global changes pose an urgent demand to education that produces citizens with relevant competences to deal with a complex world. By creating connection among different disciplines and connection between lessons and real life, integrated curriculum has been pondered to be an appropriate approach to transform education. In Vietnam, though integrated education concept had been introduced since early 2000s and promoted by the government recently, it remains a new concept to many school teachers. 76% of interviewed teachers claimed that integrated curriculum was indispensable trend of education but only 26% of them practiced IC. Based on the study results, several solutions were proposed to motivate integrated education in Vietnam and those can also be applied in other developing countries
IJORER : International Journal of Recent Educational Research
Study on Implementation of Integrated Curriculum in Indonesia2020 •
An integrated curriculum is an educational approach that prepares students to face lifelong learning. In curriculum integration, schools must view education as a process of developing the abilities needed in life, especially in facing 21st-century life challenges, not discrete subjects that are divided into different fields. Integrated learning will provide the opportunity for students to understand the complex problems that exist in the surrounding environment with a complete view. With this integrated learning, students are expected to have the ability to identify, gather, assess, and use information that is around them meaningfully. This can be obtained not only through the provision of new knowledge to students but also through the opportunity to strengthen and apply it in a variety of increasingly diverse new situations. The main focus of this article is to analyze the implementation of integrated learning in the curriculum in Indonesia. The integrated curriculum developed by R...
Introduction Supposing many changes in Vietnam education towards 2020 (reform of foundation and higher education system, national curriculum, teacher preparing policy and system etc.), we look forward to having the opportunity to fully contributing to the teacher education field in ASEAN. However, we realise the critical issue of new vision, solutions as well as mobility here and would happily take on the challenge of any initiative that would suit level of expertise and next step of the university development and actually implement changes to integrated curriculum on teacher education. Last five years Vietnam National University, Hanoi (VNUH) priorities designing and developing curriculum and training programs toward preparing and maintaining a high-quality human capital which are the true driving force behind the economic, social and political development and improvement education quality in particular. The process of renewing curricula focuses on new integrated conception of curriculum development, on a structural and process level (modularization, interdisciplinary structures, flexibility and mobility), and educational values and intended outcomes (lifelong/life-wide learning skills, competence-orientation/ outcomes in a knowledge society, etc.) to fit the principles of ASEAN education manifests (AUN, AIMS, SEAMEO-RIHED etc.). Therefore, it is fruitful discussion relating to the issue of integrated teacher education program (ITEP) concerning context of teacher preparation offered in comprehensive university. This paper will bring up some issues of teacher education model, curricula components offered for pre-service teacher education in comprehensive university. It also gives an overview and examines the structure of integrated program in University of Education (VNU-UED) by redesign the structure, as well as promoting integrated curriculum mobility internally and externally strategy.
This is an age of knowledge. Knowledge society, knowledge economy, and technological advancement are the major features of this society. Critical thinking skills, creativity, inquiry lead mind and activity, effective communication, problems-solving and use of ICT skills are the fundamental skills that every citizens should have to cope the issues and challenges of this society and make their life more healthier and wellbeing. Individuals have to develop or construct knowledge, utilize them through the investigation, inquiry, discovery, project based activities, and problem-based activities by their active and creative engagement are some of the paradigm shifting of the information age. By realizing these facts, now an integrated approach to curriculum design and implementation practices has been becoming a prime concern of any education system. Constructivist views of learning, learners prior knowledge, learning as a conceptual change, inquiry based project learning guided by the teachers and led by the students and hands-on and minds-on activity based learning are the major focus that the recent curriculum need to address. Teachers, socio-cultural context of learning, curricular materials, teaching learning process, and assessment system are the crucial areas where an integrated curricula and its design (inter-disciplinary model, multidisciplinary model, trans-disciplinary model, subject disciplined model) has to address properly and effectively. In this article, conceptual understanding, approaches/models of curriculum design, basic principles, pedagogical practices, associated theoretical grounds, issues and challenges and some key ideas for the better implementation of an integrated curriculum are highlighted based up on international literature. Context and Rationale Knowledge has become the main resource in the production sector as well. The pace of innovation, generation of knowledge, and technology is accelerating day by day. This has direct impact in product and services on the one hand, and production processes, markets, business models and system of governance on the other. Therefore, information-based society, knowledge, or the production of information values, will be the driving force of society, rather than industrial technologies. Knowledge based economies are directly based on the production, distribution and use of knowledge and information. The role of knowledge and technology has direct relations in the advancement of industrial products. This means, it is a driving both productivity and economic growth. It is where investments in research and development, education and training and new managerial work structures are keys to all development sectors even in the industries. In the evolving information age the generation, dissemination and application of knowledge becomes the basis of all aspects of knowledge and hence it is also called as knowledge society. In a knowledge based society, the labor market is demanding highly skilled human resources. The knowledge-based economy further demands for more highly-skilled workers. The existing education policies need to provide more emphasis on developing such skilled human capital. For this to be happened, access to a range of skills, and especially the capacity to learn; generating and disseminating the knowledge, through collaborative networks and the diffusion of technology in various processes; and providing the enabling conditions in
Teaching and Teacher Education
Curriculum integration in Singapore: Teachers' perspectives and practice2013 •
Journal of Physics: Conference Series
The teacher’s competence of integrated teaching at primary school science2019 •
The paper presents some research results on primary teachers’ competence on integrated teaching in Vietnam. We have conducted a survey with teachers and educational managers in the context of renewing general education curriculum and texbooks as well as new teacher’s professional standards. The research results have shown that most of respondents agreed with our proposed competencies for integrating teaching and their basic components. Based on these components, we have described indicators for each capacity and suggested some measures to design continuous professional development for primary teachers so that they could meet the requirements of general education renovation.
Establishing a stronger social interconnection within and among nations is necessary for peace and stability, as well as for sustainable social and economic development of the society. Internationalization of curricula is a response to the need to prepare pupil to work in the new reality of a globally interconnected domain. To prepare graduates effectively, we must, therefore, incorporate global disciplinary perspectives into curricula and try to develop intercultural competence among them. It is well proved that the intercultural competence and knowledge, required to work successfully in global contexts is equally important for local communities as well. So India, the second-largest diaspora in the world has a very important responsibility in front with a lot of challenges, that is to make our future citizens better accepted all over the world.
The Theory of Totally Integrated Education (TIE) predicts that mental structures formed by learners are expected to be stronger when ‘knowing that one’, ‘knowing how’, and ‘knowing that’ are integrated with learner emotions and intentions. Such whole, completely connected mental structures are expected to be less vulnerable to forgetting. TIE theory further provides justification of principles for worthwhile education. TIE theory builds on seminal work of John Dewey, Charles Sanders Peirce, Maria Montessori, Elizabeth Steiner, George Maccia, Stanley Greenspan, Kenneth Thompson, Myrna Estep, Eric Kandel, David Merrill, and Jeroen van Merriënboer. Descriptive theory is provided which defines terms in TIE theory, before it is explicated and examples are provided. A strategy for improving curriculum is recommended, which is based on sequencing authentic, whole learning tasks from simple to complex. Most importantly, these learning tasks are expected to help students integrate 9 kinds knowing with emotions and intentions: recognitive, acquaintive, appreciative, protocolic, adaptive, creative, instantial, relational, and criterial.
European Physical Education Review
Integrated curriculum models and their effects on teachers' pedagogy practices2003 •
2021 •
In general secondary education, every lesson from a mature teacher, based on<br> interdisciplinary, interdisciplinary, thoughtful and elaborate, encourages the student to<br> think logically and expands his / her worldview; develops interest in the learning process<br> and on this basis develops love for a particular field; increases the intellectual potential and<br> creative competence of the student; positively affects the thinking of a gifted child. In fact,<br> the integrative approach does not allow for equalizing the student and the teacher.<br> Consideration of subjects in the educational process as primary or secondary "casts a<br> shadow" on the essence of integrated education. After all, it is effective to consider each<br> subject as the basis of learning and organize it according to the principle of integration.<br> This article discusses the effectiveness of integrated learning in native language teaching&...
Research on Humanities and Social Sciences
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