Integration of Global Perspectives into Science Curriculum and Instruction Practices: A Science Teacher Perspectives Case Study
DOI:
https://doi.org/10.54536/ajiri.v5i2.6275Keywords:
Global Perspectives, Instructional Practices, Integration, Science CurriculumAbstract
This study addresses the gap in how science teachers can incorporate global perspectives into their curriculum and instructional practices. Additionally, it seeks to analyze how they can enhance the relevance and significance of learning for students by expanding their understanding of the world and establishing connections between school science topics and real-world global challenges. Through interviews with eight participants, a case study was taken on. The results show that the information gathered from interviews offers a comprehensive grasp of the practices, difficulties, and advantages that are currently thought to come with including global perspectives in science teaching. Through the following methods: (a) incorporating global issues and examples; (b) leveraging technology and online resources; (c) assessment strategies for global perspectives; and (d) professional development and diverse perspectives, teacher participants shared their understanding of how to integrate global perspectives into the science curriculum and instruction practices. Teachers emphasize the perceived benefits, challenges, and feedback in Integrating Global Perspectives into Science Curriculum and Instruction Practices from their supervisors, principal, students, and parents: Enhances understanding and Awareness, Enhances and enriching learning experiences, broadens knowledge and critical thinking, Cultural awareness and empathy, and prepares for the future. Teachers face challenges that they need to overcome in incorporating global perspectives into their curriculum and instructional practices: Limited Resources and Availability, Lack of Topic Knowledge and Continuous Learning, Time-Consuming Preparation, and Teacher Training and Support. A more complete and extended understanding of the effects of global education on teachers and students will be possible through extending research to other fields and involving repeated observation or examination.
Downloads
References
Anheier, H. K., Arora, P., Biersteker, T., Centeno, M. A., Curran, S., Messner, D., Schulz-Forberg, H., & Singh, J. P. (2020). Introducing global perspectives: An editorial essay. Global Perspectives, 1(1), 1. https://doi.org/10.1525/001c.11777
Barry, M. (2020). Global challenges, global citizenship: What is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices (Doctoral dissertation). Dublin City University. https://doras.dcu.ie/24983/
Calkin, S., Suero Montero, C., Lais, A., Oliveira, A. W., & Leite, L. (2022). Towards local community involvement in students’ science learning: Perspectives of students and teachers. Journal of Teaching and Learning, 16(3), 21–43. https://doi.org/10.22329/jtl.v16i3.6961
Espinet, M., Martin, S. N., Rodríguez, A. J., BouJaoude, S., & Msimanga, A. (2021). International perspectives on science education research in multicultural and multilingual contexts. In O. Levrini, G. Tasquier, T. G. Amin, L. Branchetti, & M. Levin (Eds.), Engaging with contemporary challenges through science education research vol.9. Springer. https://doi.org/10.1007/978-3-030-74490-8_5
Janssen, F., Westbroek, H., Landa, I., van der Ploeg, B., & Muijlwijk-Koezen, J. (2020). Perspectives for teaching about how science works. In W. F. McComas (Ed.), Nature of science in science instruction. Springer. https://doi.org/10.1007/978-3-030-57239-6_14
Tovar-Gálvez, J. C. (2023). Intercultural teaching practices for science education to support teachers in culturally diverse classrooms. Teaching Education, 1–18. https://doi.org/10.1080/10476210.2023.2167975
Haatainen, O., Turkka, J., & Aksela, M. (2021). Science teachers’ perceptions and self-efficacy beliefs related to integrated science education. Education Sciences, 11(6), 272. https://doi.org/10.3390/educsci11060272
Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149–173. https://eric.ed.gov/?id=EJ1327601
Hetherington, L., Chappell, K., Ruck Keene, H., Wren, H., Cukurova, M., & Hathaway, C. (2019). International educators’ perspectives on the purpose of science education and the relationship between school science and creativity. volume, 19–41. https://doi.org/10.1080/02635143.2019.1575803
Ho, S. S.-H., Klemenčič, M., & González Bello, E. O. (2022, March 29). Internationalization of the curriculum – Academics’ perspectives (Chap. 3). University of Taipei; Harvard University; University of Ljubljana; University of Sonora.
Kerkhoff, S. N., & Cloud, M. E. (2020). Equipping teachers with globally competent practices: A mixed methods study on integrating global competence and teacher education. International Journal of Educational Research. Advance online publication. https://doi.org/10.1016/j.ijer.2020.101629
Kerkhoff, S. N., Dimitrieska, V., Woerner, J., & Alsup, J. (2019). Global teaching in Indiana: A quantitative case study of K–12 public school teachers. Journal of Comparative Studies and International Education, 1(1).
Kolong, A. I., Salic-Hairulla, M., Buan, A. T., & Pitiporntapin, S. (2023). Science teachers’ and students’ perspectives on SSI-based instruction: Basis for the development of SSI-based curricular resources. Thabiea.
Kostøl, K. B., & Remmen, K. B. (2022). A qualitative study of teachers’ and students’ experiences with a context-based curriculum unit designed in collaboration with STEM professionals and science educators. Disciplinary and Interdisciplinary Science Education Research, 4, 26. https://doi.org/10.1186/s43031-022-00066-x
Koirala, K. P. (2021). Multicultural classroom teaching in Nepal: Perspectives and practices of a secondary level science teacher. Cultural Studies of Science Education, 16, 1163–1182. https://doi.org/10.1007/s11422-020-10012-w
MacDonald, B. (n.d.). Guide to infusing global education into the curriculum [PDF]. Canadian Teachers’ Federation. http://www.tandbergeducational.com/downloads/teachers/curriculum-guide.pdf
Ojo, A. T. (2019). The challenges and prospects of globalized science curriculum. In A. Tella (Ed.), Globalized curriculum methods for modern mathematics education (pp. 107–115). IGI Global. https://doi.org/10.4018/978-1-5225-6158-3.ch008
Park, J., Teo, T. W., Teo, A., & colleagues. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10, 61. https://doi.org/10.1186/s40594-023-00454-3
Ramiah, R., Bullen, J., Castelli, J., & Rawson, C. (2019). First steps in realizing interdisciplinarity, creativity, empathy, and global perspectives in STEM curriculum.volume, 87–88.
Sharitt, C. A., Barbosa, C. C., Curtis, A. N., Rock, L., & Rogers, P. (2023). Teaching climate change science with the humanities and global perspectives. https://doi.org/10.1002/lob.10547
Strachan, A. (2020). An exploration of how teachers’ attitudes to global learning can be used to inform primary science education. International Journal of Development Education and Global Learning, 12(2), 121–132. https://doi.org/10.14324/IJDEGL.12.2.04
Tairab, H. H., & Belbase, S. (2023). Current trends in science curriculum reforms in response to STEM education: International trends, policies and challenges. In S. M. Al-Balushi, L. Martin-Hansen, & Y. Song (Eds.), Reforming science teacher education programs in the STEM era. Palgrave Macmillan. https://doi.org/10.1007/978-3-031-27334-6_16
Wei, B. (2020). An exploratory study of teacher development in the implementation of integrated science curriculum. Research in Science Education, 50, 2189–2206. https://doi.org/10.1007/s11165-018-9768-x
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Juwilyn Perez Balansag
This work is licensed under a Creative Commons Attribution 4.0 International License.
