Comparative Examination of the Primary School Science Curricula in Turkey (Curricula of 1992, 2001, 2005, 2013 and 2017)

Autor/in	Hamurcu, Hülya
Titel	Comparative Examination of the Primary School Science Curricula in Turkey (Curricula of 1992, 2001, 2005, 2013 and 2017)
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.261-279 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Elementary School Science; Comparative Analysis; Curriculum Development; Qualitative Research; Educational Objectives; Teaching Methods; Student Evaluation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Qualitative Forschung; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Türkei
Abstract	In the present study, the science course curricula of 1992, 2001, 2005, 2013 and 2017 taught at the primary school level in Turkey have been examined comparatively in terms of four main elements (Target, Content, Educational Status, and Measurement and Evaluation). The reason for investigating the science curriculum at five key years was to identify and examine main changes in the system. To this end, the main elements of the curricula were presented in a table. The similarities and differences between the curricula in question were determined and interpreted as a result of the evaluations. The study was carried out using the document review technique, among qualitative research methods. The science curricula published by the Ministry of National Education were analysed in the study. The curricula of the aforementioned years were first analysed separately in the process, and then the results were re-investigated by being gathered together. Therefore, it was attempted to ensure the consistency of the data. The results achieved show that the curricula cannot be realized as expected due to certain problems encountered in the process of implementation despite overall positive developments (the fact that teachers are not informed sufficiently, infrastructure problems, crowded classes, the lack of technological equipment, etc.) (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01