Browsing by Subject "Curriculum integration"

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Open Access
The development of a unit to integrate international sustainability goals into the ninth grade English language curriculum
(2021-01) Memişoğlu, Ezgi Selin
As we enter the third decade of the 21st century there are important skills we will need to develop to cultivate sustainable global communities. To address these issues on a global scale, people need to be able to communicate with each other. Therefore, the purpose of this study is to design a unit of instruction that can be used to develop students’ global English language skills and to contribute to the development of students’ environmental literacy. Aspects of instructional research design was used to develop the unit and to identify how it can be integrated into the existing Ministry of National Education’s English ninth grade English language curriculum. To ensure the validity of the design and to prepare the unit for future pilot testing, a review instrument was administered to post-secondary English instructors who commented on the pedagogic accuracy and shared their perceptions regarding potential integration of the unit. A separate instrument was given to environmental education and biology experts to ensure conceptual accuracy and to ascertain if the unit addressed international goals for sustainable development. Content analysis, supplemented with descriptive statistics of the quantitative data, was used to analyze the qualitative data and to decide how the unit should be revised.
Open Access
Enhancing Grade 1 conceptual science learning through curriculum integration
(2024-06) Gromen, Dylan Bernard
Ever wondered how to blend three different educational frameworks into one? This study investigates the steps necessary to integrate the Turkish Ministry of National Education, Cambridge Primary Science, and International Baccalaureate Primary Years Programme standards within Concept-Based Instructional Unit Design. Led by a sagacious teacher-researcher who explicated and validated five Conceptually-Based units with expert interviews, the study revealed an agreement among experts on the practicality and alignment of the units. Recommendations include familiarizing integrators with all curricula, utilizing Concept-Based Instructional Unit Design models, and prioritizing conceptual understanding. The successful integration of eclectic educational structures shows the potential of Concept-Based Instructional Unit Design as a unifying pedagogical approach. The findings of this study carry inherent implications for further educational practice. Moving forward, supernumerary research is warranted to inquest the nuances associated across various educational settings.