KFU. Card publication. Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

SCIENCE TEACHING IN BRICS: A SYSTEMATIC REVIEW OF PEDAGOGICAL APPROACHES AND CHALLENGES

Form of presentation

Articles in international journals and collections

Year of publication

2024

��

��

Authors, employees of KFU

Masalimova Alfiya Rafisovna, author

Other authors

Zheltukhina Marina , author

Bibliographic description in the original language

Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., & Smirnova, L. M. (2024). Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2432.

Annotation

The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation's unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research.

Keywords

science educationBRICS countrieseducational policypedagogycomparative education

The name of the journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

URL

https://www.ejmste.com/article/science-teaching-in-brics-a-systematic-review-of-pedagogical-approaches-and-challenges-14434

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=308093&p_lang=2

Resource files

File name	Size (MB)	Format
F_science_teaching_in_brics_a_systematic_review_of_pedagogical_approaches_and_challenges_14434.pdf	0,73	pdf	show / download

Full metadata record

Field DC	Value	Language
dc.contributor.author	Masalimova Alfiya Rafisovna	ru_RU
dc.contributor.author	Zheltukhina Marina	ru_RU
dc.date.accessioned	2024-01-01T00:00:00Z	ru_RU
dc.date.available	2024-01-01T00:00:00Z	ru_RU
dc.date.issued	2024	ru_RU
dc.identifier.citation	Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., & Smirnova, L. M. (2024). Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2432.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=308093&p_lang=2	ru_RU
dc.description.abstract	EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION	ru_RU
dc.description.abstract	The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation's unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject		ru_RU
dc.title	Science teaching in BRICS: A systematic review of pedagogical approaches and challenges	ru_RU
dc.type	Articles in international journals and collections	ru_RU