Comparison of Secondary Education Mother Tongue Teaching Courses in the International Baccalaureate Program with the National Program in Terms of Critical Thinking

Autor/inn/en	Aktas, Bilge Cam; Guven, Meral
Titel	Comparison of Secondary Education Mother Tongue Teaching Courses in the International Baccalaureate Program with the National Program in Terms of Critical Thinking
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 1, S.99-123 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Advanced Placement Programs; Qualitative Research; Turkish; Foreign Countries; Educational Objectives; Course Content; Case Studies; Grade 12; High School Students; Semi Structured Interviews; Computer Software; Teaching Methods; Learning Processes; Student Attitudes; Content Analysis; Critical Thinking; Thinking Skills; Native Language Instruction; Literature; Turkey + Suchen Sie Ihr Suchwort? Qualitative Forschung; Türkisch; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Case study; Fallstudie; Case Study; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schülerverhalten; Inhaltsanalyse; Kritisches Denken; Denkfähigkeit; Native language education; Muttersprachlicher Unterricht; Literatur; Türkei
Abstract	The current study has aimed to compare the objectives, content, teaching-learning process, and evaluation dimensions of the International Baccalaureate Diploma Program (IBDP) Language A1 Course teaching program with those of the teaching programs of high school 12th grade Language and Expression and Turkish Literature courses in relation to critical thinking skills based on the opinions of students within a Turkish context. The present study adopted a qualitative research method and employed a case-study design. The study was conducted in Istanbul Prof. Dr. Mümtaz Turhan Social Sciences High School, which was the first and only state school implementing IBDP in Turkey during the fall term of the 2011-2012 school year. The study group was composed of 11 twelfth graders from this high school who participated in the IBDP and 15 twelfth graders participating in the national program. The study's data were collected through semi-structured interviews conducted with the students. The collected data were structured in the Nvivo 9 qualitative data analysis program and then analyzed by means of content analysis. At the end of the study, based on the students' opinions, it was concluded that although the objectives, content, learning-teaching process, and evaluation of the Language A1 Course made greater contributions to the development of students' critical thinking skills as compared to those of the Turkish Literature and Language and Expression Courses, there are several problems in implementing the IBDP in Turkey. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01