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dc.contributor.authorSarıgöz, Okan
dc.date.accessioned2024-05-07T11:18:14Z
dc.date.available2024-05-07T11:18:14Z
dc.date.issued2021en_US
dc.identifier.isbn978-2-38236-232-7
dc.identifier.urihttps://hdl.handle.net/20.500.12483/3442
dc.description.abstractThe 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.language.isoengen_US
dc.publisherLivre de Lyonen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDevelopment in Educationen_US
dc.subjectFoundations of curriculumen_US
dc.subjectCurriculum development studiesen_US
dc.subjectRegulation of school societyen_US
dc.titleFoundations of curriculum development in educatıonen_US
dc.typearticleen_US
dc.relation.journalEducational Science: Research, Theoryen_US
dc.contributor.departmentEğitim Fakültesien_US
dc.contributor.authorID0000-0002-1616-9789en_US
dc.identifier.startpage76en_US
dc.identifier.endpage96en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - İdari Personel ve Öğrencien_US


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