Abstract
The signing of the Bologna Declaration by 48 countries has put the focus on learning outcomes as the foundation stone for curriculum design in science and technology education. However, there is still confusion about the use of terms such as aims, objectives, learning intentions and competences and how these terms are related to learning outcomes. This chapter discusses this relationship, as well as the implications for classroom teaching within a learning outcomes framework that stresses constructive alignment. It concludes by pointing out that, when implementing curricula in the classroom, only objectives and learning outcomes need to be used.
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Kennedy, D. (2023). Curriculum Design in Science and Technology Education at International Level. In: Akpan, B., Cavas, B., Kennedy, T. (eds) Contemporary Issues in Science and Technology Education. Contemporary Trends and Issues in Science Education, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-031-24259-5_5
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