Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Yazarlar: Fazilet Karakuş

Konular:-

Anahtar Kelimeler: Social studies curriculum,Constructivist learning

Özet: Abstract The purpose of this study is to analyse the appropriateness among attainments, activities, skills, values and assessment elements in the learning domains in a 6th grade primary school teacher’s book. The study used document analysis, which is one of the qualitative research data collection and analysis methods. For the evaluation of the attainments at the end of the units, assessment methods such as open ended questions, true false questions, fill in the blanks, multiple-choice questions, and self-assessment were included. In some units, methods such as encouraging students for small-scale research, discussion sessions, student observations, matching, project, and performance tasks were rarely included. Almost all the units barely included activities based on controlled and uncontrolled writing tasks and open ended questions, also multiple-choice questions, matchup, drawing map, picture drawing, plot, poster, self-assessment, 5W1H and mini research based on matching and fill in the blanks. Attainments were found to be consistent with the skills in only a limited number of units. In addition, the appropriateness of the attainments, activities, and assessment methods were found to be insufficient. In almost all units, the relationship between values and activities could not be established well. Values to be attained directly were quite limited in the activities in some units or given indirectly, and a substantial amount of activities were not related to values. Activities, attainments, skills, values and assessment aspects in the teacher’s book can be reviewed and effectively constructed based on the constructivist and authentic assessment approaches.

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