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Üniversitelerin Lisans Programlarında Uygulanan Çekirdek Programların Değerlendirilmesi

Year 2018, , 264 - 281, 24.12.2018
https://doi.org/10.2399/yod.18.014

Abstract

Bu araştırmada, üniversitelerin lisans programlarında uygulanan çekirdek programlar değerlendirilmiş ve çekirdek programın etkili bir şekilde geliştirilip uygulanmasına ilişkin öneriler belirlenmiştir. Araştırma, tarama modelindedir ve nitel araştırmalardan durum çalışması özelliği göstermektedir. Araştırmanın çalışma grubunu, Türkiye'de üç farklı vakıf üniversitesinde çekirdek program kapsamında dersler vermiş/vermekte olan toplam 37 öğretim elemanı oluşturmaktadır. Görüşmeler yoluyla elde edilen veriler, içerik analizi yöntemi ve bazı betimsel (tanımlayıcı) istatistikler ile analiz edilmiştir. Araştırmanın bulgularına göre, öğretim elemanları üniversitelerinde uygulanmakta olan çekirdek programın, öğrencilerin temel beceri alanlarında gelişimlerini desteklediğini, buna karşılık, temel bilgi alanlarındaki gelişimlerini desteklemediğini belirtmişlerdir. Aynı zamanda çekirdek programın; öğrencilerin akademik, mesleki ve sosyal-kişisel amaçlarını gerçekleştirmelerine de katkı sağladığını ifade etmişlerdir. Öğretim elemanları, programın içeriğinin, programın amacıyla örtüşen, öğrenciye uygun, aktarılabilir ve disiplinlerarası özelliklere sahip olduğunu açıklamışlardır. Öğretim elemanları tarafından programın eğitim durumu boyutuna ilişkin, derslerde çoğunlukla sunuş yoluyla nadiren araştırma-inceleme ve buluş yoluyla öğretim stratejilerinin uygulandığı ifade edilmiştir. Değerlendirme boyutunda ise çoğunlukla kâğıt-kalem testlerinin kullanıldığı, süreç ve performans değerlendirmesinin daha az yapıldığı açıklanmıştır. Son olarak, öğretim elemanları özellikle eğitim durumu ve içerik boyutlarına odaklanarak bu programın etkili bir şekilde geliştirilip uygulanmasına ilişkin önerilerde bulunmuşlardır. Araştırma sonuçlarına göre, değerlendirilen çekirdek programların eğitim durumunda öğrencilerin aktif öğrenmelerini destekleyecek strateji/yöntem/tekniklerin uygulanması ve değerlendirme boyutunda alternatif ölçme araçlarının kullanılması öneriler arasındadır.

References

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Evaluating core curricula implemented at undergraduate programs of universities

Year 2018, , 264 - 281, 24.12.2018
https://doi.org/10.2399/yod.18.014

Abstract

Core curricula implemented at undergraduate programs of universities were evaluated and suggestions made in order to implement the curricula in an effective way were examined in that study. The study model is survey and it is a qualitative case study. The study group consisted of a total of thirty-seven academicians who have given/been giving core courses at three different foundation universities in Turkey. The data obtained from interviews was analyzed via content analysis and some basic descriptive analysis. According to findings of the study, the academicians stated that the core curricula, which were evaluated via views of the academicians, supported students' progress in core skills, but not in core knowledge areas. As they indicated, core curriculum sustained academic, professional and social-individual aims of the students. Based on their opinions, it can be said the content had the features like suitability with aims, student-appropriateness, and transferability, interdisciplinary. The academicians also stated that at learning experiences of core curricula, expository teaching strategy was mostly applied while research and discovery learning strategies were rarely used. For the evaluation of core curricula, they explained that paper and pencil exams were mostly used, but process and performance evaluation were less frequently implemented. Lastly, the academicians made some suggestions focusing on the learning experiences and content of the core curricula. Based on the results of the study, it can be suggested that on the learning experiences of the evaluated core curricula, various strategies/methods/techniques which enhance students' active learning should be applied and on the evaluation, alternative assessment tools should be used.

References

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  • Allen, M. J. (2006). Assessing general education programs. San Francisco, CA: Jossey-Bass.
  • American Association of Colleges for Teacher Education (AACTE). (2010). The clinical preparation of teachers – A policy brief. 12 Ağustos 2016 tarihinde <https://coe.uni.edu/sites/default/files/wysiwyg/AACTE_-_Clinical_Prep_Paper.pdf> adresinden erişildi.
  • Arnold, F. (2016). İşi ustasından öğrenin, başarının püf noktaları (I. Arda, Çev.). İstanbul: NTV Yayınları.
  • Association of American Colleges and Universities (AAC&U). (2007). College learning for the new global century. 10 Temmuz 2016 tarihinde <https://www.aacu.org/sites/default/files/files/LEAP/GlobalCentury_final.pdf> adresinden erişildi.
  • Association of American Colleges and Universities (AAC&U). (2009). Trends and emerging practices in general education. 11 Ağustos 2016 tarihinde <http://www.aacu.org/membership/documents/ 2009MemberSurvey_Part2.pdf> adresinden erişildi.
  • Association of American Colleges and Universities (AAC&U). (2015). Recent trends in general education design, learning outcomes, and teaching approaches. 10 Ocak 2016 tarihinde <https://www.aacu.org/sites/default/files/files/LEAP/2015_Survey_Report2_GEtrends.pdf> adresinden erişildi.
  • Banta, T. W. (1991). Contemporary approaches to assessing student achievement of general education outcomes. The Journal of General Education, 40, 203–2.
  • Banta, T. W. (2007). Assessing student achievement in general education. San Francisco, CA: Jossey-Bass.
  • Banta, T. W., and Mzumara, H. R. (2007). Assessing information literacy and technological competence. In T. W. Banta (Ed.), Assessing student achievement in general education (pp. 30–34). San Francisco, CA: Jossey-Bass.
  • Bastedo, M. N. (2011). Curriculum in higher education: The historical roots of contemporary issues. In P. Altbach, R. Berdahl, and P. Gumport (Eds.), American higher education in the twenty-first century: Social, political and economic challenges (pp. 60–83). Baltimore, MD: Johns Hopkins University.
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  • Boning, K. (2007). Coherence in general education: A historical look. Journal of General Education, 56(1), 1–16.
  • Bransford, J., Brown, A., and Cocking, R. (1999). How people learn—Brain, mind, experience and school: Expanded edition. Washington: National Academies.
  • Burnett, L. W. (1951). Core programs in Washington State Junior High Schools. The School Review, 59, 97–100.
  • Büyükkaragöz, S. (1997). Program geliştirme. Konya: Kuzucular.
  • Capehart, B. E., Hodges, A., and Roth, R. (1953). Evaluating the core curriculum: A further look. The School Review, 61(7), 406–412.
  • Caskey, M., and Anfara, V. (2006). The evidence for the core curriculum-past and present. Middle School Journal, 3(37), 48–54.
  • Cheney, L. V. (1989). A core curriculum for college students. Washington, DC: National Endowment for the Humanities.
  • Core Curriculum Assessment Committee (CCAC) (2010). Core curriculum assessment committee review of core assessment results. 12 Temmuz 2016 tarihinde <http://www.sfasu.edu/acadaffairs/images/CCAC_Review_of_Core_Assessment_Results_2006-2009 (2).pdf> adresinden erişildi.
  • Dede, C. (2010). Comparing frameworks for 21st Century skills. In J. Bellanca, and R. Brandt (Eds.), 21st Century skills: Rethinking how students learn (pp. 51–76). Bloomington, IN: Solution Tree.
  • Demirel, Ö. (2016). Eğitimde program geliştirme kuramdan uygulamaya (22. baskı). Ankara: Pegem A.
  • Denholm, J., Giovannetti, M., Kummen, K., McLeod, K., and Snaydon, J. (2015). Report of the general education committee. 6 mart 2016 tarihinde <https://www.capilanou.ca/WorkArea/DownloadAsset.aspx?id=48008> adresinden erişildi.
  • Dewar, J. (2017). Call for tertiary sector to gear toward university 4.0. 5 Mart 2017 tarihinde <http://www.ceda.com.au/2016/10/call-for-tertiary-sector-to-gear-toward-university-40> adresinden erişildi.
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There are 98 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Original Empirical Research
Authors

Elif İlhan

Nurdan Kalaycı This is me

Publication Date December 24, 2018
Published in Issue Year 2018

Cite

APA İlhan, E., & Kalaycı, N. (2018). Üniversitelerin Lisans Programlarında Uygulanan Çekirdek Programların Değerlendirilmesi. Yükseköğretim Dergisi, 8(3), 264-281. https://doi.org/10.2399/yod.18.014

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.