Reviewing the Implementation of Life Sciences Curriculum in Turkey Using Elicitation Techniques

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Date

2018-06-01

Author

Engin Demir, Cennet

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Abstract. The aims of this case study were (1) to investigate the general characteristics of the Life Sciences Curriculum (LSC); (2) to examine how the LSC is implemented in a public primary school from the perspectives of teachers, students and administrators; and (3) to identify whether implementation of the curriculum was in line with the principles of constructivist pedagogy. The study participants consisted of the school administrator, 2 co-administrators, 4 classroom teachers and 87 students from second- and third-grade classrooms chosen from a primary school in one of the districts of Ankara, Turkey. Data was collected through document analysis, classroom observations, semi-structured interviews with administrators, stimulated-recall interviews with teachers, and creative drama activities with students. Findings indicated that LSC was prepared consistent with constructivist pedagogy. Explicitly, multiple intelligences theory and contemporary teaching-learning approaches were kept in view in the design of the LSC, and the curriculum composed of thematic units that focuses on developing skills like critical thinking, creative thinking and problem-solving.

Subject Keywords

Curriculum evaluation, Life Sciences curriculum, Constructivist Pedagogy, Implementation evaluation, Elicitation techniques

URI

https://hdl.handle.net/11511/78043

Journal

e-İlköğretim Online (elektronik)

Collections

Department of Educational Sciences, Article

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Citation Formats

C. Engin Demir, “Reviewing the Implementation of Life Sciences Curriculum in Turkey Using Elicitation Techniques,” e-İlköğretim Online (elektronik), pp. 1–22, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78043.