Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17745
Title: 
Authors: 
Keywords: 
Intended curriculum
Revised Bloom's taxonomy
Primary science
Issue Date: 
2015
Citation: 
Lee, Y. J., Kim, M., & Yoon, H. G. (2015). The intellectual demands of the intended primary science curriculum in Korea and Singapore: An analysis based on revised Bloom’s taxonomy. International Journal of Science Education, 37(13), 2193-2213. http://dx.doi.org/10.1080/09500693.2015.1072290
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Science Education. The published version is available online at http://www.tandfonline.com/10.1080/09500693.2015.1072290
URI: 
ISSN: 
0950-0693 (print)
1464-5289 (online)
Other Identifiers: 
10.1080/09500693.2015.1072290
Appears in Collections:Journal Articles

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