Programla İlgili Temel Kavramlar ve Program Türleri
Özet
Programlar, eğitim ve öğretim faaliyetlerini yönlendiren temel araçlardır. Ayrıca nitelikli eğitim ve eğitimde reform program geliştirme ile sağlanabilir. Reformların başarısı ise programların etkili olarak uygulanması ile mümkündür. Programları etkili olarak uygulamak onu anlamayı gerektirir. Bu çerçevede bu bölümde programı anlaşılır kılmak için öncelikle program kavramının kökeni, program kelimesinin anlamlı ve tanımları irdelenmiştir. Program alanında yapılan tanımlar ve bu tanımlardaki farklılıklar analiz edilmiştir. Program, eğitim-öğretim süreçlerini yönlendiren, öğretmene rehberlik yapan bir kılavuz ve öğrencilere kazandırılacak bilgi, beceri, değer, tutum ve alışkanlıkların neler olduğu ve nasıl kazandırılacağına ilişkin bir dokümandır. Bununla birlikte sadece bir programdan söz etmek mümkün değildir. Programların yazılı olan ve olmayanı, resmi olanı ve olmayanı, formal ve informal gibi farklı program türleri incelenerek programların nitelikleri ve faydaları ele alınmıştır.
The curriculum is the basic tools that direct education and training activities. In addition, quality education and reform in education can be achieved through curriculum development. The success of reforms is possible with the effective implementation of the curriculum. In order to implement curriculum effectively, it is necessary to understand them. In this context, in this section, the origin of the concept of curriculum, and the meanings and definitions of the word “curriculum” is examined first in order to make the curriculum understandable. The definitions made in the field of curriculum and the differences in these definitions were analyzed. A curriculum is a guide that directs the education-training processes, guides the teacher, and a document regarding the knowledge, skills, values, attitudes, and habits of the students and how they will be acquired. However, it is not possible to have only one curriculum. Different types of curriculum such as written and unwritten, formal and informal, are examined and the qualities and benefits of the programs are discussed.
Referanslar
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Akpınar, B. (2022). Eğitim programı. https://ansiklopedi.tubitak.gov.tr/ansiklopedi/egitim_programi
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125-128.
Apple, M. W. (2018). Critical curriculum studies and the concrete problems of curriculum policy and practice, Journal of Curriculum Studies, 50(6), 685-690. https://doi.org/10.1080/00220272.2018.1537373
Arslan, S. (2018). Giriş. S. Arslan (Çev. Ed.) Thomas W. Hewit Eğitimde program geliştirme: Neyi neden öğreniyoruz? (ss.1-16). Nobel.
Bailey, L. E. (2010). Homeschooling. Craig Kridel (Ed.), In Encyclopedia of Curriculum Studies (pp. 448-450). SAGE.
Bedir, G. (2020). Program geliştirmede temel kavramlar ve aşamalar. Berkant, H. G. (Ed.), Eğitimde program geliştirme kuramdan uygulama örneklerine (ss.1-18). Anı Yayıncılık.
Bobbit, F. (1918). The curriculum. Houghton Mifflin.
Bobbit, F. (2004). Scientific method in curriculum-making. David J. Flinders & Stephen. J. Thornton (Eds.). In Curriculum studies reader (pp. 9-16). Routledge.
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., & Palmberg, B. (2014). Developing mathematical competence: From the intended to the enacted curriculum. The Journal of Mathematical Behavior, 33, 72-87. https://doi.org/10.1016/j.jmathb.2013.10.001
Booyse, C., & Du Plessis, E. (2014). Curriculum studies: Development, interpretation, plan and practice. Van Schaik.
Bound, H., Rushbrook, P., & Sivalingam, M. (2013). What is quality curriculum. Programme design, delivery and management in singapore’s diploma of continuing and adult education (DACE), Institute for Adult Learning.
Buckland, F. (1982). Curriculum and reality in South African schools. South African Journal of Education, 2(4), 168–172.
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Bümen, N. T., & Aktan, S. (2014). Yeniden kavramsallaştırma akımı ışığında Türkiye’de eğitim programları ve öğretim alanı üzerine özeleştirel bir çözümleme. Kastamonu Education Journal, 22(3), 1123-1144.
Cahapay, M. B. (2021). A systematic review of concepts in understanding null curriculum: understanding null curriculum. International Journal of Curriculum and Instruction, 13(3), 1987-1999.
Caswell, H. L., & Campell, D. S. (1935). Curriculum development. American Book Company.
Connelly, F. M. & Connelly, G. (2013). Curriculum policy guidelines context, structures and functions. Allen Luke, Annette Woods & Katie Weir (Ed.). In Curriculum, syllabus design and equity: A primer and model (pp. 54-73). Routledge.
Connelly, F. M., & Xu, S. J. (2010). Curriculum development–evaluation and research. Penelope Peterson, Eva Baker & Barry McGaw (Eds. in Chief). In International encyclopedia of education (ss. 324-334). Elsevier.
Dam, L. (2010). Developing learner autonomy with adult ımmigrants: A case study. Peter Lang (Ed.). In Language learner autonomy: Policy, curriculum, classroom, (pp. 79-102). Routledge.
Demirel, Ö. (2007). Eğitimde program geliştirme. Ankara: Pegem.
Demirtaş, Z. (2018). Eğitim programı: Bakış açısı. Thomas W. Hewitt (Ed). Eğitimde Program Geliştirme: Neyi neden öğretiyoruz? (ss. 17-40). Nobel.
Diamond, R. M. (2008). Designing and assessing courses and curricula: a practical guide. John Wiley & Sons.
Doll, R. C. (1996). Curriculum improvements: Decision making and process (6th ed.). Allyn & Bacon.
Dreeben, R. (1968). On what is learned in school. Addison Wesley Publishing Company.
Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65-72.
Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs. Macmillan Publishing Co.
Emo, W. (2010). Teachers who initiate curriculum innovations: Motivations and benefits. Unpublished doctoral dissertation. University of York. https://etheses.whiterose.ac.uk/1136/
Erdamar, F. T., & Akpınar, B. (2020). Yönetici perspektifinden sınıf öğretmenlerinin program okuryazarlık becerilerinin analizi. Journal of History School, 52, 1861-1884. http://dx.doi.org/10.29228/Joh.49301
Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. Springer International Handbooks of Education, 1-18. http://dx.doi.org/10.1007/978-3-319-53803-7_1-2
Ertürk, S. (1975). Eğitimde program geliştirme. Yelkentepe Yayınları.
Flinders, D. J., Noddings, N., & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical ımplications. Curriculum Inquiry, 16(1), 33-42. https://doi.org/10.1080/03626784.1986.11075989
Fullan, M. G. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Glatthorn, A. A. (1999). Curriculum alignment revisited. Journal of Curriculum and Supervision, 15(1), 26-34.
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: Strategies for development and implementation (2. Edt.). SAGE.
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Goodlad, J. I. (1994). Curriculum as a field of study. T. Husen & T. Postlehthwaite (Eds.). In The international encyclopedia of education (pp. 1262-1276). Pergamon Press.
Grant, J. (2018). Principles of curriculum design. Swanwick, T. (Ed.). In Understanding medical education: Evidence, theory and practice (pp.1-15). Wiley. https://doi.org/10.1002/9781444320282
Handelzalts, A. (2009). Collaborative curriculum design in teacher design teams. Unpublished doctoral dissertation. University of Twente, Enschede, The Netherlands.
Hanna, L. G. (2012). Homeschooling education: Longitudinal study of methods, materials, and curricula. Education and Urban Society, 44(5), 609-631. https://doi.org/10.1177/0013124511404886
Hidayani, M. (2018). Model pengembangan kurikulum. At-Ta’lim : Media Informasi Pendidikan Islam, 16(2), 375. https://doi.org/10.29300/attalim.v16i2.845
Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. Teachers College Press.
Huebner, D. (1976). The moribund curriculum field: Its wake and our work. Curriculum Inquiry, 6(2), 153-167.
Hunkins, F., & Ornstein, A. C. (2017). Curriculum foundations, principles, and theory (7th ed.). Pearson.
Iucu, R., & Platis, M. (2012). Extra-curriculum activities–challenges and opportunities. Procedia-Social and Behavioral Sciences, 46, 4249-4252. http://dx.doi.org/10.1016/j.sbspro.2012.06.235.
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Referanslar
Adamson, B., & Morris, P. (2014). Comparing curricula. In Comparative education research: Approaches and methods (pp. 309-332). Springer International Publishing.
Akpınar, B. (2022). Eğitim programı. https://ansiklopedi.tubitak.gov.tr/ansiklopedi/egitim_programi
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125-128.
Apple, M. W. (2018). Critical curriculum studies and the concrete problems of curriculum policy and practice, Journal of Curriculum Studies, 50(6), 685-690. https://doi.org/10.1080/00220272.2018.1537373
Arslan, S. (2018). Giriş. S. Arslan (Çev. Ed.) Thomas W. Hewit Eğitimde program geliştirme: Neyi neden öğreniyoruz? (ss.1-16). Nobel.
Bailey, L. E. (2010). Homeschooling. Craig Kridel (Ed.), In Encyclopedia of Curriculum Studies (pp. 448-450). SAGE.
Bedir, G. (2020). Program geliştirmede temel kavramlar ve aşamalar. Berkant, H. G. (Ed.), Eğitimde program geliştirme kuramdan uygulama örneklerine (ss.1-18). Anı Yayıncılık.
Bobbit, F. (1918). The curriculum. Houghton Mifflin.
Bobbit, F. (2004). Scientific method in curriculum-making. David J. Flinders & Stephen. J. Thornton (Eds.). In Curriculum studies reader (pp. 9-16). Routledge.
Boesen, J., Helenius, O., Bergqvist, E., Bergqvist, T., Lithner, J., Palm, T., & Palmberg, B. (2014). Developing mathematical competence: From the intended to the enacted curriculum. The Journal of Mathematical Behavior, 33, 72-87. https://doi.org/10.1016/j.jmathb.2013.10.001
Booyse, C., & Du Plessis, E. (2014). Curriculum studies: Development, interpretation, plan and practice. Van Schaik.
Bound, H., Rushbrook, P., & Sivalingam, M. (2013). What is quality curriculum. Programme design, delivery and management in singapore’s diploma of continuing and adult education (DACE), Institute for Adult Learning.
Buckland, F. (1982). Curriculum and reality in South African schools. South African Journal of Education, 2(4), 168–172.
Burns, R. W., & Brooks, G. D. (1970). The need for curriculum reform. Educational Technology, 10(4), 8-12.
Burton, L. H. (1998, 13-16 August). An explicit or implicit curriculum: Which is better for young children? OMEP's XXII World Congress The Child's Rights to Care, Play, and Education, Copenhagen, Denmark. https://files.eric.ed.gov/fulltext/ED434754.pdf
Bümen, N. T., & Aktan, S. (2014). Yeniden kavramsallaştırma akımı ışığında Türkiye’de eğitim programları ve öğretim alanı üzerine özeleştirel bir çözümleme. Kastamonu Education Journal, 22(3), 1123-1144.
Cahapay, M. B. (2021). A systematic review of concepts in understanding null curriculum: understanding null curriculum. International Journal of Curriculum and Instruction, 13(3), 1987-1999.
Caswell, H. L., & Campell, D. S. (1935). Curriculum development. American Book Company.
Connelly, F. M. & Connelly, G. (2013). Curriculum policy guidelines context, structures and functions. Allen Luke, Annette Woods & Katie Weir (Ed.). In Curriculum, syllabus design and equity: A primer and model (pp. 54-73). Routledge.
Connelly, F. M., & Xu, S. J. (2010). Curriculum development–evaluation and research. Penelope Peterson, Eva Baker & Barry McGaw (Eds. in Chief). In International encyclopedia of education (ss. 324-334). Elsevier.
Dam, L. (2010). Developing learner autonomy with adult ımmigrants: A case study. Peter Lang (Ed.). In Language learner autonomy: Policy, curriculum, classroom, (pp. 79-102). Routledge.
Demirel, Ö. (2007). Eğitimde program geliştirme. Ankara: Pegem.
Demirtaş, Z. (2018). Eğitim programı: Bakış açısı. Thomas W. Hewitt (Ed). Eğitimde Program Geliştirme: Neyi neden öğretiyoruz? (ss. 17-40). Nobel.
Diamond, R. M. (2008). Designing and assessing courses and curricula: a practical guide. John Wiley & Sons.
Doll, R. C. (1996). Curriculum improvements: Decision making and process (6th ed.). Allyn & Bacon.
Dreeben, R. (1968). On what is learned in school. Addison Wesley Publishing Company.
Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65-72.
Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs. Macmillan Publishing Co.
Emo, W. (2010). Teachers who initiate curriculum innovations: Motivations and benefits. Unpublished doctoral dissertation. University of York. https://etheses.whiterose.ac.uk/1136/
Erdamar, F. T., & Akpınar, B. (2020). Yönetici perspektifinden sınıf öğretmenlerinin program okuryazarlık becerilerinin analizi. Journal of History School, 52, 1861-1884. http://dx.doi.org/10.29228/Joh.49301
Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. Springer International Handbooks of Education, 1-18. http://dx.doi.org/10.1007/978-3-319-53803-7_1-2
Ertürk, S. (1975). Eğitimde program geliştirme. Yelkentepe Yayınları.
Flinders, D. J., Noddings, N., & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical ımplications. Curriculum Inquiry, 16(1), 33-42. https://doi.org/10.1080/03626784.1986.11075989
Fullan, M. G. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Glatthorn, A. A. (1999). Curriculum alignment revisited. Journal of Curriculum and Supervision, 15(1), 26-34.
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2009). Curriculum leadership: Strategies for development and implementation (2. Edt.). SAGE.
Global Focus (2021). Curriculum 4.0 for Industry 4.0. Global Focus. https://www.globalfocusmagazine.com/curriculum-4-0-for-industry-4-0/
Goodlad, J. I. (1979). Curriculum inquiry. The study of curriculum practice. McGraw-Hil.
Goodlad, J. I. (1994). Curriculum as a field of study. T. Husen & T. Postlehthwaite (Eds.). In The international encyclopedia of education (pp. 1262-1276). Pergamon Press.
Grant, J. (2018). Principles of curriculum design. Swanwick, T. (Ed.). In Understanding medical education: Evidence, theory and practice (pp.1-15). Wiley. https://doi.org/10.1002/9781444320282
Handelzalts, A. (2009). Collaborative curriculum design in teacher design teams. Unpublished doctoral dissertation. University of Twente, Enschede, The Netherlands.
Hanna, L. G. (2012). Homeschooling education: Longitudinal study of methods, materials, and curricula. Education and Urban Society, 44(5), 609-631. https://doi.org/10.1177/0013124511404886
Hidayani, M. (2018). Model pengembangan kurikulum. At-Ta’lim : Media Informasi Pendidikan Islam, 16(2), 375. https://doi.org/10.29300/attalim.v16i2.845
Hord, S. M. (2004). Learning together, leading together: Changing schools through professional learning communities. Teachers College Press.
Huebner, D. (1976). The moribund curriculum field: Its wake and our work. Curriculum Inquiry, 6(2), 153-167.
Hunkins, F., & Ornstein, A. C. (2017). Curriculum foundations, principles, and theory (7th ed.). Pearson.
Iucu, R., & Platis, M. (2012). Extra-curriculum activities–challenges and opportunities. Procedia-Social and Behavioral Sciences, 46, 4249-4252. http://dx.doi.org/10.1016/j.sbspro.2012.06.235.
Jackson, P. W. (1968). Life in classrooms. Teachers College Press.
Joyce, B., & Weil, M. (1972). Models of teaching. Prentice-Hall.
Kelly, A. (2009). The curriculum: Theory and practice (6th ed.). SAGE.
Kessels, J., & Plomp, T. (1999). A systematic and relational approach to obtaining curriculum consistency in corporate education. Journal of Curriculum Studies, 31(6), 679–709. https://doi.org/10.1080/002202799182945
Kim, Y. C., & Jung, J-H. (2019a). Conceptualizing shadow curriculum: Definition, features and the changing landscapes of learning cultures, Journal of Curriculum Studies, 51(2), 141-161. https://doi.org/10.1080/00220272.2019.1568583
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