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Comparing science curricula in Myanmar and Japan: Objectives and content covered in lower secondary textbooks.
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- Author(s): Wai Wai Kyi; Tetsuo Isozaki
- Source:
Eurasia Journal of Mathematics, Science & Technology Education; Jul2023, Vol. 19 Issue 7, p1-15, 15p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: An analysis of textbooks can lead to a comparison of the curricula in two nations and how curriculum standards determine the textbook content in a developed and developing country. Deductive content analysis was employed to analyze and compare objectives mandated in science curricula in Myanmar and Japan, and the articulation of science textbooks' content on science curricula's objectives including approaches to learning and learning of content taught at grade-6 in Myanmar and grade-7 in Japan. The results show that both countries' curriculum objectives are clearly mandated to cultivate students' scientific knowledge, skills, and attitudes. The exchanges of knowledge between the two contexts are the analyzed Japanese science textbook's employment of a step-by-step and detailed scientific inquiry-based approach for the students to learn light and sound concept, and Myanmar's science textbook's description of some technical scientific terms in both mother tongue (Burmese) and English. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Eurasia Journal of Mathematics, Science & Technology Education is the property of Modestum Publications and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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