Evaluation of the Curriculum of Elementary School Third Grade Science Course

Tarık Başar; Esed Yağcı

doi:10.12973/eurasia.2017.00954a

Full Text (PDF)

Tarık Başar ¹ ^* , Esed Yağcı ²

More Detail

¹ Ahi Evran University, Kırşehir, Turkey.
² Hacettepe Universitesi, Ankara, Turkey
^* Corresponding Author

Abstract

This study has been conducted with the aim of descriptively evaluating the Curriculum of Elementary School Third Grade Science Course. In this study, the elementary schools in Ankara have been divided into three groups, which are ‘‘high level, medium level, and low level’’, based on their success levels. The results of the study suggest that in terms of achievement level of prerequisite behaviors regarding the curriculum and achievement level of the acquisitions included in the curriculum, there is a significant difference between groups, which is in favor of the high level group. Similarly, it has been detected that in terms of both academic self-concept levels of students in the Third Grade Science Course and the quality of the education service given in the Elementary School Third Grade Science Course, there is a significant difference between groups, which is in favor of the high level group.

Keywords

curriculum evaluation
science course
science education
elementary school third grade
academic self-concept

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00954a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 8, pp. 4609-4633

Publication date: 28 Jul 2017

Article Views: 2052

Article Downloads: 2521

Open Access References How to cite this article

References

Ajaja, O. P., & Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary school students’ achievement in integrated science. Electronic Journal of Science Education, 14(1), 1-18.
Akdeniz, A. R., Yiğit, N., & Kurt, Ş. (2002). Yeni fen bilgisi öğretim programı ile ilgili öğretmenlerin düşünceleri [The opinions of teachers about new science curriculum]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 16-18 Eylül 2002. Ankara: ODTÜ.
Aksoy, G., & Gürbüz, F. (2012). The effect of cooperative learning method on the students’ achievement in the 6th science and technology lesson. Journal of Research in Education and Teaching, 1(1), 24-31.
Alp, M. (2007). Primary education 4th class the lesson of science and technology the examining and evaluating of the new school curriculum program. Unpublished Master’s Thesis. Selçuk University, Institute of Social Sciences, Konya.
Ayodele, M. O. (2016). Attitude, self-concept and achievement of junior secondary school students in basic science in ekiti state, Nigeria. Journal of Educational and Social Research, 6(1), 167-171.
Ayodele, M. O. (2017). Influence of vocabulary development on reading comprehension of secondary school students in science. European Journal of Education Studies, 3(3), 81-90.
Baines, E., Blatchford, P., & Chowne, A. (2007). Improving the effectiveness of collaborative group work in primary schools: effects on science attainment. British Educational Research Journal, 33(5), 663-680.
Belli, Ş. (2009). Teacher’s opinions of new teaching program for 6th 7th grades’ science and technology course. Unpublished Master’s Thesis. Yeditepe University, Institute of Social Sciences, İstanbul.
Bloom, B. S. (1976). İnsan nitelikleri ve okulda öğrenme [Human characteristics and school learning] (D. A. Özçelik, trans.). Ankara: Milli Eğitim Basımevi.
Bozkurt, O., Orhan, A. T., Keskin, A., & Mazi, A. (2008). The effect of cooperative learning method to the academic achievement in science and technology lesson. Türkiye Sosyal Araştırmalar Dergisi, 12(2), 63-78.
Buluş Kırıkkaya, E. (2009). Opinions of science teachers in primary schools related to science and technology program. The Journal of Turkish Science Education, 6(1), 133-148.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Yayıncılık.
Çakır Ö. S., Şahin, T., & Şahin, B. (2000). Predicting the effect of some variables related to 6th grade science course on students’ affective domains. Hacettepe University Journal of Education, 19, 43-49.
Çelenk S., Tertemiz, N., & Kalaycı, N. (2000). İlköğretim programları ve gelişmeler [Curriculums of primary school and developments]. Ankara: Nobel Yayın Dağıtım.
Demirbaş, M., & Yağbasan, R. (2010). The effect of the new science and technology curriculum in Turkey, on elementary stıdents’ development of academic self-concept. Akademik Bakış Dergisi, 21, 1-16.
Demirtaş, Z. (2012). Evaluation of the application process of the science and technology course teaching program in primary and secondary education. Unpublished Doctoral Thesis. Abant İzzet Baysal University, Institute of Educational Sciences, Bolu.
Doymuş, K., Şimşek, Ü., & Bayrakçeken, S. (2004). The effect of cooperative learning method on attitude and academic achievement of science lessons. The Journal of Turkish Science Education, 1(2), 103-115.
Dramanu, B. Y., & Balarabe, M. (2013). Relatıonship between academic self-concept and academic performance of junior high school students in Ghana. European Scientific Journal, 9(34), 93-104.
Ebrahim, A. (2012). The effect of cooperatıve learnıng strategıes on elementary students’ science achievement and social skills ın Kuwait. International Journal of Science and Mathematics Education, 10, 293-314.
Erden, M. (1998). Eğitimde program değerlendirme [Curriculum evaluation in education]. Ankara: Anı Yayıncılık.
Ertürk, S. (2013). Eğitimde “program” geliştirme [“Curriculum” development in education]. Ankara: Edge Akademi Yayıncılık.
Evirgen, E. (2013). Evaluation of the 7th grade science and technology curriculum. Unpublished Master’s Thesis. Ege University, Institute of Social Sciences, İzmir.
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation alternative approaches and practical guidelines. Boston: Pearson Education Inc.
Gage, N. L., & Berliner, D. C. (1984). Educational psychology. Boston: Houghton Mifflin Company.
Ghazvini, S. D. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia Social and Behavioral Sciences, 15, 1034-1039.
Gök, Ö., Doğan, A., Doymuş, K., & Karaçöp, A. (2009). The effects of cooperative learning on elementary school students’ academic achievement and attitudes toward science. Gazi Eğitim Fakültesi Dergisi, 29(1), 193-209.
Gredler, M. E. (1996). Program evaluation. Englewood Cliffs, NJ: Prentice Hall.
Hailikari, T., Nevgi, A., & Komulainen, E. (2008). Academic self-beliefs and prior knowledge as predictors of student achievement in Mathematics: a structural model. Educational Psychology, 28(1), 59-71.
Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım.
Karatay, R., Timur, S., & Timur, B. (2013). Comparison of 2005 and 2013 science course curricula. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(15), 233-264.
Kıncal, R. Y., Ergül, R., & Timur, S. (2007). Effect of cooperative learning method to student achievement in science teaching. Hacettepe University Journal of Education, 32, 156-163.
Kozcu Çakır, N., Ballıel, B., & Sarıkaya, M. (2013). An investigation of the effect of cooperative learning on students achievement, retention and attitudes to science. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 2(2), 1-15.
Krippendorff, K. (2004). Content analysis an introduction to its methodology. London: Sage Publications.
Kumari, A., & Chamundeswari, S. (2013). Self-concept and academic achievement of students at the higher secondary level. Journal of Sociological Research, 4(2), 105-113.
Lewy, A. (1977). Handbook of curriculum evaluation. New York: Longman Inc.
M. E. B. (2005). İlköğretim fen ve teknoloji dersi (4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Elementary science and technology course (4, 5, 6, 7, and 8th classes) curriculum]. Ankara: Milli Eğitim Bakanlığı.
M. E. B. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education institutions (elementary and secondary schools) science course (3, 4, 5, 6, 7 and 8th classes) curriculum]. Ankara: Milli Eğitim Bakanlığı.
Meder, E. (2014). The effect of cooperative learning approach on academic access and student attitudes in science and technology lesson. Unpublished Master’s Thesis. Doğu Akdeniz University, Institute of Graduate Education, Teaching and Research, Gazimağusa.
Muijs, R. D. (1997). Symposium: self-perception and performance predictors of academic achievement and academic self-concept: a longitudinal perspective. British Journal of Educational Psychology, 67, 263-277.
Nunez, J. C., Vallejo, G., Rosario, P., Tuero, E., & Valle, A. (2014). Student, teacher, and school context variables predicting academic achievement in biology: analysis from a multilevel perspective. Revista de Psicodidactica, 19(1), 145-171.
Oluwatosin, S. A., & Bamidele, E. F. (2014). Self-concept and academic performance of secondary school students in chemistry. International J. Soc. Sci. & Education, 4(4), 946-952.
Parveen, Q., & Batool, S. (2012). Effect of cooperative learning on achievement of students in general science at secondary level. International Education Studies, 5(2), 154-158.
Payam, M. M. (2015). Evaluation of police ethics course curriculum at police vocational colleges. Unpublished Doctoral Thesis. Hacettepe University, Institute of Educational Sciences, Ankara.
Şahan, H. H. (2007). Evaluation of third year mathematics program in elementary school. Unpublished Doctoral Thesis. Hacettepe University, Institute of Social Sciences, Ankara.
Şahin Yanpar, T. (1998). The power to predict the level of learning of various variables in primary school social studies and mathematics courses. Hacettepe University Journal of Education, 14, 45-53.
Sanchez, F. J. P., & Roda, M. D. S. (2003). Relationships between self-concept and academic achievement in primary students. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 95-120.
Saylor, G. J., Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning for better teaching and learning. New York: Holt, Rinehart & Winston.
Şeker, S. (2007). The evaluation of the new primary school 6th class science and technology lesson curriculum ın the light of the teacher’s opinions (Gümüşhane sample). Unpublished Master’s Thesis. Karadeniz Teknik University, Institute of Science, Trabzon.
Senemoğlu, N. (1989). Öğrenci giriş nitelikleri ile öğretme-öğrenme süreci özelliklerinin matematik derslerindeki öğrenme düzeyini yordama gücü [Student entry qualifications and teaching-learning process characteristics have the power to predict the level of learning in mathematics courses]. Ankara: Araştırma Raporu.
Senemoğlu, N. (2013). Gelişim, öğrenme ve öğretim: kuramdan uygulamaya [Development, learning and teaching: from theory to practice]. Ankara: Yargı Yayınevi.
Şenol, H., Bal, Ş., & Yıldırım, H. İ. (2007). The effect of cooperative learning on pupils’ success and attitudes againist science and teaching sensory organs at 6th grade. Kastamonu Eğitim Dergisi, 15(1), 211-220.
Slavin, R. E. (2006). Educational psychology theory and practice. Boston: Allyn and Bacon.
Thompson, R. A., & Zamboanga, B. L. (2004). Academic aptitude and prior knowledge as predictors of student achievement in ıntroduction to psychology. Journal of Educational Psychology, 96(4), 778-784.
Thurston, A., Christie, D., Howe, C. J., Tolmie, A., & Topping, K. J. (2008). Effects of continuing Professional development on group work practices in Scottish primary schools. Journal of In-service Education, 34(3), 263-282.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
Unayağyol, S. (2009). Problems that teachers confronted ın the process of practicing science and technology curriculum and solution offers. Unpublished Master’s Thesis. Dokuz Eylül University, Institute of Educational Sciences, İzmir.
Wilkins, J. L. M. (2004). Mathematics and science self-concept: an international investigation. The Journal of Experimental Education, 72(4), 331-346.
Woolfolk, A. (2010). Educational psychology. New Jersey: Pearson Education Inc.

How to cite this article

APA

Başar, T., & Yağcı, E. (2017). Evaluation of the Curriculum of Elementary School Third Grade Science Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4609-4633. https://doi.org/10.12973/eurasia.2017.00954a

Vancouver

Başar T, Yağcı E. Evaluation of the Curriculum of Elementary School Third Grade Science Course. EURASIA J Math Sci Tech Ed. 2017;13(8):4609-33. https://doi.org/10.12973/eurasia.2017.00954a

AMA

Başar T, Yağcı E. Evaluation of the Curriculum of Elementary School Third Grade Science Course. EURASIA J Math Sci Tech Ed. 2017;13(8), 4609-4633. https://doi.org/10.12973/eurasia.2017.00954a

Chicago

Başar, Tarık, and Esed Yağcı. "Evaluation of the Curriculum of Elementary School Third Grade Science Course". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 8 (2017): 4609-4633. https://doi.org/10.12973/eurasia.2017.00954a

Harvard

Başar, T., and Yağcı, E. (2017). Evaluation of the Curriculum of Elementary School Third Grade Science Course. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), pp. 4609-4633. https://doi.org/10.12973/eurasia.2017.00954a

MLA

Başar, Tarık et al. "Evaluation of the Curriculum of Elementary School Third Grade Science Course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 8, 2017, pp. 4609-4633. https://doi.org/10.12973/eurasia.2017.00954a