This analysis reveals improved curriculum development and teaching outcomes in science education, highlighting the role of integrated pedagogies.
This paper explores the construction and practice of the course Primary School Science Curriculum and Teaching Methodology under the guidance of the integrated PBL-SC-OBE (Problem-Based Learning, Student-Centered, Outcome-Based Education) framework. By analyzing the current status of curriculum development, elaborating on teaching reform measures, and presenting practical outcomes, it aims to provide a reference model for optimizing pre-service science teacher education programs. The study highlights how aligning curriculum design with these pedagogical principles enhances the quality of primary science teacher preparation, addressing the evolving demands of modern education.
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Yangyang Gui (2025) studied this question.
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