Case study 1: Comparative analysis of STEM curricula across countries: insights and digital resources

• In Event: Digital technology and curriculum mapping: towards more inclusive teaching and learning of STEM

Proposal

In Canada, the number of students who speak a language other than the language of instruction—such as Arabic, Urdu, Pashto, or Mandarin—at home has significantly increased over the past two decades (Statistics Canada, 2021). Although ministry guidelines encourage teachers to integrate linguistic and cultural diversity into their classrooms, there are limited resources available. As a result, teachers often feel unprepared to manage high levels of multilingualism and to meaningfully incorporate linguistic and cultural diversity into their teaching practices (e.g., Alisaari et al., 2019; Seiller & Gonsalves, 2010). How can teachers effectively support multilingual students and build on their prior knowledge? This case study explores a comparative analysis of STEM curricula across several countries, including Canada, Syria, Jordan, Lebanon, Iraq, Afghanistan, and Korea, focusing on grades 6-9. The aim was to identify both similarities and differences to assist teachers in understanding students’ prior learning, academic strengths, and diverse backgrounds, such as linguistic identities and cultural contexts. The study focused on comparing (1) key themes in math, science, and STEM skills, (2) learning outcomes and expectations, (3) math and science concepts, and (4) topic sequence. We sought to identify how countries’ curricula converge and diverge. Commonalities included consistently emphasizing fundamental STEM concepts and objectives for student learning outcomes, though the methods of instruction varied considerably. Results also showed variations between countries. For example, while some curricula (e.g., Canada) are presented in the form of objectives and guidelines and organized into main strands, others are textbook based (e.g., Syria). Additionally, we found significant differences in topics, number of chapters covered in each grade, language of instruction, numeral and measurement systems, symbols, and contextualization of topics. We found a heavier emphasis on knowledge acquisition in some curricula, focusing on memorization and foundational facts, versus prioritization of developing skills such as investigation, communication, and application. Such comparisons highlight how diverse approaches to STEM education can influence students' learning experiences. After completing the comparison, we developed multilingual digital resources to facilitate personalized learning and support various types of assessments, including dynamic, diagnostic, and formative evaluations. These resources help familiarize teachers with students' prior learning and the challenges they face. We collaborated with both experienced and preservice teachers to integrate these digital tools into their teaching practices and assisted them in creating resources that address the diverse needs of their students.

Authors

• Mai Naji, OISE - University of Toronto

• Emmanuelle Le Pichon, Ontario Institute for Studies in Education OISE, University of Toronto

• Rosalia Cha, OISE/University of Toronto