Western science and Islamic learners : informing constructivism, quality learning and `internationalising the curriculum`

This presentation reports on a two-phase research program which focuses on the experiences of Islamic-background learners in science/environmental education. The research program explores perceived dissonances between western science and Islamic belief as an issue for: the highly visible discourse of constructivism in science and environmental education; the policy challenges of ‘internationalising the university curriculum’; and the pedagogical challenge of ‘Quality Learning’ – in particular responding to ‘faith-based’ commitments in education.
Conceptually, the research program is conducted within a constructivist discourse. Essentially, we are proposing that dissonances experienced by Islamic-background learners in a western science curriculum (as reported in Sharifah, 2003), and the effects of these dissonances on how learners construct meaning in science, can be understood within a constructivist discourse. Further, we believe the research has the promise of not only exploring and explicating some of the issues experienced by teachers and learners in Islamic science education contexts (and thereby contributing to our understanding of the idea of ‘quality learning’), but also expanding our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has a transformative agenda by working to improve access to and experience in the science curriculum for Muslim students.

Problematising the mathematics curriculum : some examples from Australia and Japan

Problem solving is often seen as being the core of mathematics. While there are many examples of teaching for and about problem solving, there are relatively few examples of teaching mathematical content through problem solving. This paper uses data from three, apparently quite different, mathematics lessons from Australia and Japan to explore different ways in which mathematics can be taught successfully through problem solving and to analyse some of the characteristics of such lessons. It also attempts to identify some of the supports and constraints for adopting a problem solving approach to the teaching of mathematics that exist in the quite different contexts of Japan and Australia.

Opportunities and challenges for global education in social education curriculum

This paper will explore understandings about global education as expressed in national and local curriculum statements. Despite curriculum statements in Studies of Society and Environment area including ‘global’ in their rationale, slippage occurs between policy documents and the translation to standards statements. The curriculum area - Studies of Society and Environment is - changing as new titles describe the field and a more integrated approach is being developed in some states – Tasmania and Victoria, this presents challenges for global education.

My work in global education is a result of many years as a Geography teacher, nine years at the Asia Education Foundation, a leader of teacher study tours to Asia and pre-service teacher education students to Canada and Northern Territory. I am a passionate believer in the power of travel to unsettle, to educate, and to be reminded of all I have, and to be thankful.

SOSE curriculum structures : where to now?

SOSE curriculum structures have changed dramatically over the last few decades. Teachers who once taught history, geography and economics have found themselves teaching in the SOSE KLA which many perceive as a generic mish-mash of former school subjects. Some saw this as the death of their disciplines whilst others saw it as an opportunity to explore transdiciplinary and inter-disciplinary teaching and learning. Regardless of opinion, many teachers and tertiary education students often asked a familiar question - What am I supposed to teach and how am I supposed to teach it?

Whilst NSW retained a disciplinary structure for the teaching and learning of SOSE in secondary schools, all other Australian States and Territories adopted a Key Learning Area [KLA] approach. In recent years Victorian curriculum change has seen the re-emergence of a disciplinary approach to the teaching and learning of SOSE in upper primary schools and secondary schools and we can only wonder what curriculum change in other States and Territories will bring. In this paper we explore disciplinary, transdiciplinary and interdisciplinary approaches to SOSE and critique these in relation to effective teaching and learning.

Student evaluations and the impact on curriculum, teaching and assessment

This presentation discusses some of the major pressures on universities to frame curriculum around employability skills and professional requirements. Recent evaluation of Australian university courses by graduates suggests that many institutions remain perplexed as to how to do this. The presentation suggests that the student evaluations do not necessarily indicate poor curriculum development but possibly a lack of making skill development more overt through teaching and assessment. The main objective of this presentation is to outline and describe a project on how curriculum needs to and can respond to professional needs and what this may entail for the way in which traditional professional courses are taught and assessed. The presentation seeks to involve participants in identifying and discussing options for the teaching and assessment of skills and possible options for how these skills can be progressively developed throughout a course of study.

Curriculum frameworks : who (or what) is framing whom?

Various theorists and educators over the years have produced their preferred knowledge groupings or frameworks. Most well-known ones include those produced by Hirst (1974) and Phenix (1964).

Curriculum frameworks were advocated by many educators in the 1990s as an important springboard and focus for teachers in terms of curriculum planning. It was argued that they would be a stimulus for evoking creative ideas and activities. Yet, they are also a major tool for control and direction.

The use of curriculum frameworks were very evident in Australia in April 1991 when eight learning areas were created by the Australian Education Council (AEC) and planned for use in all states and territories. These eight learning areas, or key learning areas (KLA's) have largely endured in all states and territories even though the ambitious plans for national statements and profiles did not survive.

This paper provides a stock-take on the current uses, benefits and problems in using KLA's as curriculum frameworks in Australia. There are many different contextual factors operating, which affect their use and effectiveness. Disjunctions can occur between major players at federal and state levels which provide different and often conflicting points of leverage. It is timely to analyse their impact on curriculum planning and implementation in Australia.

Mapping drug calculation skills in an undergraduate nursing curriculum

The ability to calculate drug dosages correctly is an essential skill for registered nurses to possess. Performing drug calculations accurately is not a skill that new graduates have the luxury of developing over time. Drug errors are in many instances directly related to either the administration of an incorrect dose or incorrect infusion rate (Gladstone, 1995) caused by calculation errors. A strategy for implementing drug calculation skills into our new under graduate nursing curriculum was initiated to assist students in developing proficiency in drug calculations. The aim of this program is to promote the development of calculation skills in undergraduate nursing students, rather than simply assessing their skills.