Evaluation of Turkish and mathematics curricula according to value-based evaluation model
Yükleniyor...
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis As
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work-business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers.
Açıklama
Anahtar Kelimeler
value, value-based program evaluation, Turkish curriculum, mathematics curriculum
Kaynak
Cogent Education
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
4
Sayı
Künye
Duman, Serap & Akbas, Oktay. (2017). Evaluation of Turkish and mathematics curricula according to value-based evaluation model. Cogent Education. 4. 10.1080/2331186X.2017.1291174.
