Foundations of curriculum development in educatıon
| dc.authorid | 0000-0002-1616-9789 | en_US |
| dc.contributor.author | Sarıgöz, Okan | |
| dc.date.accessioned | 2024-05-07T11:18:14Z | |
| dc.date.available | 2024-05-07T11:18:14Z | |
| dc.date.issued | 2021 | en_US |
| dc.department | Eğitim Fakültesi | en_US |
| dc.description.abstract | The only way for countries to succeed in the field of education can only be by constantly updating and improving their curricula. Therefore, countries should have a flexible education program that is open to innovations in the field of education. The curriculum is the arrangement of learning experiences provided through activities planned at school or outside of school (Demirel, 2019: 6). Four elements are very vital when preparing a program according to the curriculum. These elements are purpose, content, educational status, and assessment and evaluation. These four elements should provide dynamic integrity within themselves. In particular, the curriculum of each course taught in schools should be prepared and planned according to these elements. These four elements of the program guide the teachers by leading them so that learning in schools is tried to be maximized. Countries are constantly trying to improve their curricula by keeping them under control to modernize their education levels. In that case, based on four elements, curriculum development is the design of a program, the implementation of the designed program in schools, the evaluation of the implemented programs, and the correction or rearrangement of the evaluated programs according to the results obtained. Curriculum development consists of the integrity of continuous, applied, and collaborative studies. When a program is developed in the field of education, this program must be tested. Thus, curriculum development in education is a practice-based study. In addition, taking into account the developments and changes in the world and in the country, as well as constantly changing, developing, and arranging the programs make the curriculum development studies perpetual. At the same time, working with teachers from different departments and individuals from different fields in curriculum development studies ensures that curriculum development studies are carried out on a collaborative basis. Curriculum development studies are theoretically based on four institutional bases: 1. Historical, 2. Sociological, 3. Psychological and 4. Philosophical. | en_US |
| dc.identifier.endpage | 96 | en_US |
| dc.identifier.isbn | 978-2-38236-232-7 | |
| dc.identifier.startpage | 76 | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12483/3442 | |
| dc.indekslendigikaynak | TR-Dizin | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Livre de Lyon | en_US |
| dc.relation.ispartof | Educational Science: Research, Theory | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - İdari Personel ve Öğrenci | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Development in Education | en_US |
| dc.subject | Foundations of curriculum | en_US |
| dc.subject | Curriculum development studies | en_US |
| dc.subject | Regulation of school society | en_US |
| dc.title | Foundations of curriculum development in educatıon | en_US |
| dc.type | Article | en_US |
