Viet-Hai Nguyen, Ping-Han Cheng, Yu-Hsuan Chien, Chun-Yen Chang
Recent science education reforms center at having students learn the practices of scientists. In this study, we aim at exploring how science curricular documents reflect the latest updates from the “practice turn” reform. To do that, we utilize the notion of the scientist’s ways of doing science as a perspective to observe the distribution of components constituting scientific practices in national science curricula. Current literature provides several curriculum analysis frameworks based on taxonomies of cognitive demands or international tests. Still, those frameworks are either not intended for science curricula or limited in indicators and hence failed to capture an updating picture of science curricula that reflect the recent practice turn. We employ multiple case study research design and qualitative content analysis approach to compare learning outcomes in Taiwan and Vietnam’s two national science curricula. Results from this study offer maps of scientific practices across curricular documents and relevant suggestions for stakeholders to improve science curricula. The study opens a new direction on researching science curricula to make science learning approaching the scientist’s ways in reality. © 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
Program of Liberal Arts Education, Ho Chi Minh City University of Management and Technology, Ho Chi Minh City, Viet Nam; Department of Science Education, National Taipei University of Education, Taipei City, Taiwan; Science Education Center, Graduate Institute of Science Education, National Taiwan Normal University, Taipei City, Taiwan; Department of Earth Sciences, National Taiwan Normal University, Taipei City, Taiwan; Department of Biology, Universitas Negeri Malang, Malang, Indonesia
