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dc.contributor.authorNechypurenko, Pavlo P.-
dc.contributor.authorSemerikov, Serhiy O.-
dc.date.accessioned2024-12-04T12:49:32Z-
dc.date.available2024-12-04T12:49:32Z-
dc.date.issued2024-03-21-
dc.identifier.citationNechypurenko P. P. Implementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022 / Pavlo P. Nechypurenko, Serhiy O. Semerikov // Science Education Quarterly. – 2024. – Vol. 1. – Iss. 1. – P. 8–13. – DOI : https://doi.org/10.55056/seq.820uk_UA
dc.identifier.issn3065-7210-
dc.identifier.urihttps://acnsci.org/journal/index.php/seq/article/view/820-
dc.identifier.urihttps://doi.org/10.55056/seq.820-
dc.identifier.urihttp://ds.knu.edu.ua/jspui/handle/123456789/5513-
dc.descriptionFimyar, O., 2008. Educational policy-making in post-communist Ukraine as an example of emerging governmentality: Discourse analysis of curriculum choice and assessment policy documents (1999-2003). Journal of Education Policy, 23(6), pp.571–594. Available from: https://doi.org/10.1080/02680930802382920. Haatainen, O. and Aksela, M., 2021. Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT, 9(1), pp.149–173. Available from: https://doi.org/10.31129/LUMAT.9.1.1392. Haatainen, O., Turkka, J. and Aksela, M., 2021. Science teachers’ perceptions and self-efficacy beliefs related to integrated science education. Education Sciences, 11(6), p.272. Available from: https://doi.org/10.3390/educsci11060272. Ministry of Education and Science of Ukraine, 2018. On conducting an all-Ukrainian experiment on “Development and implementation of educational and methodological support of the integrated course “Natural Sciences” for 10-11 grades of general secondary education institutions”. Available from: https://zakon.rada.gov.ua/rada/show/v0863729-18#Text. Ministry of Education and Science of Ukraine, 2022. Report on the completion of the all-Ukrainian level experiment on the topic “Development and implementation of educational and methodological support of the integrated course “Natural Sciences” for 10-11 grades of general secondary education institutions” for August 2018 - October 2022. Available from: https://mon.gov.ua/static-objects/mon/uploads/public/661/695/54b/66169554bdf03941736629.pdf. Nechypurenko, P.P., Selivanova, T.V. and Fedorynova, N.Y., 2021. Analysis of some aspects of the implementation of the integrated course “Science” in the educational process of schools in Ukraine. Journal of Physics: Conference Series, 1840(1), p.012037. Available from: https://doi.org/10.1088/1742-6596/1840/1/012037. Shevchenko, V.V., 2019. The reform of the higher education of Ukraine in the conditions of the military-political crisis. International Journal of Educational Development, 65, pp.237–253. Available from: https://doi.org/10.1016/j.ijedudev.2018.08.009. Zasiekina, T.M., Buniak, M.M., Bukhtiiarov, V.K., Hryhorovych, O.V., Kapirulina, S.L., Kozlenko, O.H., Niukalo, T.H., Semenenko, I.B., Sokol, T.K., Shabanov, D.A. and Shahiieva, R.R., 2017. Science: Integrated course. 10-11th grade. Curriculum for institutions of general secondary education. Available from: https://docs.google.com/document/d/1AD8-2gjcTw3e1-SEBxdYTCm7hoUEIwBV/edit. Zasiekina, T.N., 2020. The internet-oriented model for teaching the integrated course on Science to high school students. Information Technologies and Learning Tools, 79(5), p.15–28. Available from: https://doi.org/10.33407/itlt.v79i5.3992.uk_UA
dc.description.abstractFrom 2018 to 2022, Ukraine conducted a significant nationwide experiment to implement an integrated natural sciences course for students in grades 10-11 of general secondary education institutions. This review paper provides a comprehensive overview of the context, design, implementation, and outcomes of this initiative, drawing on the final report and case studies of participating schools. The integrated course sought to develop students' scientific worldview and understanding of cross-cutting relationships between the natural science disciplines of biology, physics, chemistry, astronomy, geography, and ecology. Results indicate the experiment had a positive impact on students' motivation and performance in science. However, ongoing challenges include the need for more teacher training, resources, and alignment with university entrance exams. The Ukrainian experience offers valuable lessons for other countries seeking to reform science education through curriculum integration. This paper discusses the experiment's design, implementation process, outcomes, and implications for future research and practice in integrated science education.uk_UA
dc.language.isoenuk_UA
dc.publisherAcademy of Cognitive and Natural Sciencesuk_UA
dc.subjectintegrated science educationuk_UA
dc.subjectcurriculum reformuk_UA
dc.subjectsecondary educationuk_UA
dc.subjectUkraineuk_UA
dc.subjecteducational experimentuk_UA
dc.titleImplementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022uk_UA
dc.typeArticleuk_UA
dc.identifier.doihttps://doi.org/10.55056/seq.820-
local.submitter.emailsemerikov@ccjourn...uk_UA
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