THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY

This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian...

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Bibliographic Details
Published inJournal of Baltic science education Vol. 22; no. 4; pp. 653 - 667
Main Authors Kõlamets, Lauri, Kasuk, Heili, Holbrook, Jack, Mamlok-Naaman, Rachel
Format Journal Article
LanguageEnglish
Published Šiauliai Scientia Socialis, Ltd 01.01.2023
Scientia Socialis, UAB
Scientia Socialis Ltd
Subjects
Academic Standards
Careers
Concept Teaching
Curricula
Education
Educational objectives
Energy
Energy and Environmental Studies
Grade 7
Grade 9
Organic Chemistry
School education
Science Curriculum
Science education
Science Instruction
learning outcomes
energy concept
lower secondary science curriculum
SOLO taxonomy
relevance in science education
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Summary:This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts.
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ISSN:1648-3898
2538-7138
DOI:10.33225/jbse/23.22.653