Hedeflerin Belirlenmesi
Özet
Bireysel ve toplumsal gelişim sürecinde açık, anlaşılır, güvenilir ve kullanışlı bir yol haritasına ihtiyaç duyulmaktadır. Haritalar hem net bir şekilde işaretlenmiş belirgin hedefleri işaret ederken hem de bunların takip edilmesi ile ulaşılabilecek yerleri göstermektedir. Eğitim sistemlerinde de bireyin ve dolayısıyla toplumun ilerlemesinde takip edilmesi gereken belirgin hedefler ve bunlar aracılığıyla ulaşılması beklenen amaçlar yer almalıdır. Bu bağlamda birçok eğitim sisteminin kurgusunda uzak hedefler, genel hedefler ve özel hedeflerin yer aldığı bir anlayış takip edilmektedir. Gelişimin tüm yönlerini temele alan uzak hedefler, bunlara ulaşılması için takip edilen ayrıntılı genel hedefler ve daha çok ayrıntı içeren, net bir şekilde ifade edilmiş, ölçülebilir özel hedefler söz konusudur. Üç aşamalı anlayış hem takip edilmesi gereken yönü tayin etmekte hem de sürecin hesapverebilirlik düzeyini artırmaktadır. Burada önemli olan bireyin, toplumun, konu alanının ve çevrenin (doğanın) ihtiyaçlarını doğru belirleyip, bunlara dayalı uzak hedefler, genel hedefler ve özel hedeflerin, gelişimin bilişsel, duyuşsal ve psikomotor yönlerini kapsadığından emin olunmasıdır.
At the foundation of individual and societal development and progress lies the necessity of having a well-structured roadmap. Such roadmaps identify clearly marked and distinct objectives and delineate the destinations that can be reached by adhering to them. In educational systems, similarly, there must be clear objectives to be pursued for the advancement of individuals and society, along with the aims expected to be achieved through these objectives. In this context, many educational systems adopt a framework that includes aims, goals, and objectives. Aims encompass the comprehensive aspects of development, goals provide detailed steps toward achieving these aims, and objectives are articulated clearly, specifically, and quantifiable. This three-tiered approach not only determines the direction to be followed but also enhances the accountability of the process. What is crucial here is to accurately identify the needs of individuals, society, subject areas, and the surrounding environment and to ensure that the aims, goals, and objectives are designed to encompass the cognitive, affective, and psychomotor dimensions of development.
Referanslar
Allen, K. N. ve Friedman, B. D. (2010). Affective learning: A taxonomy for teaching social work values. Journal of Social Work Values and Ethics, 7(2), 1-12.
Anderson, L. W. (2003). Benjamin S. Bloom: His life, his works, and his legancy. B. J. Zimmerman & D. H. Schunk (Eds.) Educational psychology: A century of contributions (ss. 367-389). Lawrence Erlbaum Associates.
Anderson, L. W. ve Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing. A revision of bloom’s taxonomy of educational objectives. Longman.
Biggs, J. B. ve Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. Academic Press.
Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. the classification of educational goals. handbook I: Cognitive domain. Longmans, Gren and Company Inc.
Bohlin, R. M. (1998). The affective domain: A model of learner-instruction interactions. 20th Annual Proceedings of Selected Research and Development Paper Presentations at the 1998 Annual Convention of the Association for Educational Communications and Technology, USA, 39-44. https://files.eric.ed.gov/fulltext/ED423819.pdf
Brandt, R.S. ve Tyler, R. (2018). Goals and objectives. Ornstein, A. C., Pajak, E.F. ve Ornstein, S. B. (Eds.) Contemporary issues in curriculum (6th ed.). (ss. 12-21). Pearson.
Bruner, J. S. (1996) The culture of education. Harvard University Press.
Bryson, J. M. ve Alston, F. K. (2011). Creating your strategic plan: A workbook for public and nonprofit organizations (3rd ed.). Jossey-Bass.
Bryson, J. M. ve George, B. (2024). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. Jossey-Bass.
Button, L. J. (2021). Curriculum essentials: A journey. Simple Book Publishing.
Bümen, N. T. (2006). Program geliştirmede bir dönüm noktası: yenilenmiş bloom taksonomisi. Eğitim ve Bilim, 31(142), 3-14.
Chen, H. T. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective (2nd ed.). Sage.
Conley, D. T. (1992). Strategic planning in America’s schools: An exploratory study. The American Educational Research Association 1992 Annual Meeting, USA, 20(8), 2-59. https://doi.org/10.3102/0013189X020008034.
Dave, R. H. (1969) Taxonomy of educational objectives and achievement testing. K. Ingenkamp. (Ed.), Developments in educational testing, Vol. 1 (ss. 203-214.). University of London Press Ltd.
De Block, A. (1979). La taxonomie des objectifs éducatifs. Revue Française de Pédagogie, 48, 5-11.
De Block, A, et.al. (1972), La taxonomie des objectifs pour la discipline du latin. Didactica Classica Gandensia, 12-13, 119-131.
Debellis, V. ve Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.
Dettmer, P. (2005) New blooms in established fields: Four domains of learning and doing, Roeper Review, 28(2), 70-78, DOI: 10.1080/02783190609554341
Doran, G. T. (1981) There’s a SMART way to write management’s goals and objectives. Journal of Management Review, 70, 35-36.
Education for Affective Development. (1992). A guidebook on programmes and practices ERIC:ED371904. https://files.eric.ed.gov/fulltext/ED371904.pdf.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Gagné, R. M. ve Briggs, L. J. (1979). Principles of instructional design. Holt, Rinehart & Winston.
Gephart, W. J. ve Ingle, R. B. (1976). Evaluation and the affective domain. W. J. Gephart & R. B. Ingle (Eds.), Evaluation in the affective domain (s. 161-191). Phi Delta Kappan.
Gerlach, V. ve Sullivan, A. (1967). Constructing statements of outcomes. Southwest Regional Laboratory for Educational Research and Development.
Good, C. V. (1973). Dictionary of education. McGraw-Hill Book Company.
Gordon II, W. R., Taylor, R. T. ve Oliva, P. F. (2019). Developing the curriculum improved outcomes through systems approaches (9th Edit.). Pearson.
Grootenboer, P. ve Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Springer-Verlag New York Inc.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293.
Guilford, J. P. (1958). A system of the psychomotor abilities. The American Journal of Psychology, 71, 164–174. https://doi.org/10.2307/1419204
Haladayna, T. M. (1997). Writing test ıtems to evaluate higher order thinking. Allynn & Bacon.
Hannah, L. S. ve& Michaelis, J. U. (1977). A comprehensive framework for instructional objectives: A guide to systematic planning and evaluation. Addison-Wesley.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain. McKay.
Hauenstein, A. D. (1998). A conceptual framework for educational objectives. University Press of America, Inc.
Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
I-TECH. (2010). Writing good learning objectives. I-TECH Technical Implementation Guide # 4. https://www.utwente.nl/en/examination/Toolbox/design_assignments/tig-4-learning-objectives11.pdf
Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. TEACHING Exceptional Children, 39 (4), 54-58. https://doi.org/10.1177/004005990703900406
Katzenbach, J. R. ve Smith, K. D. (1993). The wisdom of teams. Harper Business.
Kaufman, R., Oakley-Browne, H., Watkins, R. ve Leigh, D. (2003). Strategic Planning for success: Aligning people, performance, and payoffs. Josey-Bass.
Kibler, R., Barker, L. ve Miles, D. (1970), Behavioural objectives and instruction. Allyn and Bacon.
Krathwohl, D.R. (2002) A revision of bloom’s taxonomy: An overview. Theory into Practice, 41, 212-218. http://dx.doi.org/10.1207/s15430421tip4104_2
Krathwohl, D. R., Bloom, B. S. ve Masia, B. B. (1964). Taxonomy of educational objectives. the classification of educational goals. handbook ıı: Affective domain. David McKay Company Inc.
Lambert, E. ve Himsl, R. (1993). Signs of learning in the affective domain (ED360081). ERIC. https://files.eric.ed.gov/fulltext/ED360081.pdf
Lawlor, K. B. ve Hornyak, M. J. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. Developments in Business Simulation and Experiential Learning, 39, 259-260.
Lunenburg, F. C. (2011) Instructional planning and implementation. Schooling. 2(1), 1-4.
Maclay, R. W. de M. (1969). Taxonomy of educational objectives, psychomotor domain, educational measurement and assessment. Australian College of Education.
MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, 38(2), 68–72.
Magdalena, I., Islami, N. F., Rasid, E. A. ve Diasty, N. T. (2020). Three areas of Bloom's taxonomy in education. Journal of Education and Science, 2(1), 132–139.
Mahardhika, B. N. ve Raharja, S. (2003). The importance of strategic planning with modern trends in education. Al-Ishlah: Jurnal Pendidikan, 15(2), 1807-1820.
Martin, B. L. ve Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology.
Martin, B. L. ve Reigeluth, C. M. (1992). Affective education and the affective domain: Implications for instructional-design theories and models. C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) (s. 485-511). Lawrence Erlbaum Associates.
Marzano, R. J. (1992). A different kind of classroom. Association of Supervision and Curriculum Development.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Corwin Press Inc.
McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. D. Grouws (Ed.). Handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (ss. 575–596). MacMillan Publishing Company.
McWilliam, R. A., Ferguson, A., Harbin, G., Porter, D. M. ve Vaderviere, P. (1998). The family-centeredness of individualized family services plans. Topics in Early Childhood Special Education, 18, 69–82.
Millî Eğitim Bakanlığı [MEB] (1973). Millî eğitim temel kanunu, Resmî Gazete (14574), Kanun No. 1739.
Millî Eğitim Bakanlığı [MEB] (2024a). Hayat bilgisi dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programhay123Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024b). İlkokul Türkçe dergi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programtur1234Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024c). İlkokul matematik dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programmat1234Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024ç). Fen bilimleri dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programfen345678Onayli.pdf
Merrill, M. D. (1983). Component display theory. C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (ss. 279–333). Lawrence Erlbaum Associates.
Noddings, N. (2007). Aims, goals, and objectives. Encounters on Education, 8, 7–15.
Noddings, N. (2008). All our students thinking. Educational Leadership, 65 (5), 8–13.
O’Neill, J. ve Conzemius, A. (2011). The power of smart goals: Using goals to improve student learning. Solution Tree Press.
Ornstein, A. C. ve Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson Education Limited.
Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect. Island Press.
Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right. John Wiley & Sons.
Ragsdale, C. E. (1950). How children learn the motor types of activities. N. B. Henry (Ed.), The forty-ninth yearbook of the National Society for the Study of Education, Part 1: Learning and instruction (ss. 69–91). The National Society for the Study of Education: The University of Chicago Press. https://doi.org/10.1037/11789-003.
Reigeluth, C. M. ve Moore, J. (1999). Cognitive education and the cognitive domain. C. M. Reigeluth, (Ed.). Instructional-design theories and models, Vol. II: A new paradigm of ınstructional theory (ss. 51- 68). Erlbau.
Resmî Gazete. (1973). Millî Eğitim Temel Kanunu, 14574 (12), Kanun No. 1739.
Resmî Gazete. (2003). Kamu Mali Yönetimi ve Kontrol Kanunu, 25326 (42), Kanun No. 5018.
Romizowski, A. J. (1981). Designing ınstructional systems: Decision making in course planning and curriculum design. Kogan Page.
Scott, S. J. (2014). S.M.A.R.T. goals made simple: 10 steps to master your personal and career goals. Createspace Independent Publishing Platform.
Simpson, E. J. (1966). The classification of educational objectives, psychomotor domain. University of Illinois.
Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Gryphon House.
Stahl, R. J. ve Murphy, G. T. (1981). The domain of cognition: An alternative bloom’s cognitive domain within the framework af an information processing model (ED208511). ERIC. https://eric.ed.gov/?id=ED208511
Tuckman, B. W. (1972). A four-domain taxonomy for classifying educational tasks and objectives. Educational Technology, 12, 36-38.
University of California. (2016). SMART goals: A how to guide. https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How+to+write+SMART+Goals+v2.pdf
Quellmalz, E. (1987). Developing reasoning skills. J.B. Faron & R. J. Sternberg, (Eds.) Teaching thinking skills (ss. 86-105). W. H. Freeman.
Williams, R. G. (1977). A behavioral typology of educational objectives for the cognitive domain. Educational Technology. 17(6), 39-46.
Williams, R. G. ve Haladayna, T. M. (1982). Logical operations for generating intended Questions. (LOGIQ): A typhology for higher level test items. G. H. Raid & T. M. Haladayna, (Eds.), A technology for test-item writing (ss. 161- 186). Academic Pres.
Wilson, L. (2016). Anderson and Krathwohl Bloom’s taxonomy revised understanding the new version of Bloom’s taxonomy. https://quincycollege.edu/wp-content/uploads/Anderson-and-Krathwohl_Revised-Blooms-Taxonomy.pdf
Wilson, O. W. (2014). The aims, goals, and objectives – what are the differences for writing curriculum? https://thesecondprinciple.com/instructional-design/writing-curriculum/
Wilson, O. W. (2021). Designing and assessing aims, goals, objectives (AGO). L. J. Button, (Ed.) Curriculum essentials: A journey. Simple Book Publishing.
Yüksel, S., (2007). Bilişsel alanın sınıflamasında taksonomi yeni gelişmeler ve sınıflamalar. Türk Eğitim Bilimleri Dergisi, 5 (3), 479-511.
Zais, R. S. (1976). Curriculum principles and foundations. Harper & Row.
Referanslar
Allen, K. N. ve Friedman, B. D. (2010). Affective learning: A taxonomy for teaching social work values. Journal of Social Work Values and Ethics, 7(2), 1-12.
Anderson, L. W. (2003). Benjamin S. Bloom: His life, his works, and his legancy. B. J. Zimmerman & D. H. Schunk (Eds.) Educational psychology: A century of contributions (ss. 367-389). Lawrence Erlbaum Associates.
Anderson, L. W. ve Krathwohl, D.R. (Eds.). (2001). A taxonomy for learning, teaching and assessing. A revision of bloom’s taxonomy of educational objectives. Longman.
Biggs, J. B. ve Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. Academic Press.
Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives. the classification of educational goals. handbook I: Cognitive domain. Longmans, Gren and Company Inc.
Bohlin, R. M. (1998). The affective domain: A model of learner-instruction interactions. 20th Annual Proceedings of Selected Research and Development Paper Presentations at the 1998 Annual Convention of the Association for Educational Communications and Technology, USA, 39-44. https://files.eric.ed.gov/fulltext/ED423819.pdf
Brandt, R.S. ve Tyler, R. (2018). Goals and objectives. Ornstein, A. C., Pajak, E.F. ve Ornstein, S. B. (Eds.) Contemporary issues in curriculum (6th ed.). (ss. 12-21). Pearson.
Bruner, J. S. (1996) The culture of education. Harvard University Press.
Bryson, J. M. ve Alston, F. K. (2011). Creating your strategic plan: A workbook for public and nonprofit organizations (3rd ed.). Jossey-Bass.
Bryson, J. M. ve George, B. (2024). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement. Jossey-Bass.
Button, L. J. (2021). Curriculum essentials: A journey. Simple Book Publishing.
Bümen, N. T. (2006). Program geliştirmede bir dönüm noktası: yenilenmiş bloom taksonomisi. Eğitim ve Bilim, 31(142), 3-14.
Chen, H. T. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective (2nd ed.). Sage.
Conley, D. T. (1992). Strategic planning in America’s schools: An exploratory study. The American Educational Research Association 1992 Annual Meeting, USA, 20(8), 2-59. https://doi.org/10.3102/0013189X020008034.
Dave, R. H. (1969) Taxonomy of educational objectives and achievement testing. K. Ingenkamp. (Ed.), Developments in educational testing, Vol. 1 (ss. 203-214.). University of London Press Ltd.
De Block, A. (1979). La taxonomie des objectifs éducatifs. Revue Française de Pédagogie, 48, 5-11.
De Block, A, et.al. (1972), La taxonomie des objectifs pour la discipline du latin. Didactica Classica Gandensia, 12-13, 119-131.
Debellis, V. ve Goldin, G. (2006). Affect and meta-affect in mathematical problem solving: A representational perspective. Educational Studies in Mathematics, 63(2), 131–147.
Dettmer, P. (2005) New blooms in established fields: Four domains of learning and doing, Roeper Review, 28(2), 70-78, DOI: 10.1080/02783190609554341
Doran, G. T. (1981) There’s a SMART way to write management’s goals and objectives. Journal of Management Review, 70, 35-36.
Education for Affective Development. (1992). A guidebook on programmes and practices ERIC:ED371904. https://files.eric.ed.gov/fulltext/ED371904.pdf.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Gagné, R. M. ve Briggs, L. J. (1979). Principles of instructional design. Holt, Rinehart & Winston.
Gephart, W. J. ve Ingle, R. B. (1976). Evaluation and the affective domain. W. J. Gephart & R. B. Ingle (Eds.), Evaluation in the affective domain (s. 161-191). Phi Delta Kappan.
Gerlach, V. ve Sullivan, A. (1967). Constructing statements of outcomes. Southwest Regional Laboratory for Educational Research and Development.
Good, C. V. (1973). Dictionary of education. McGraw-Hill Book Company.
Gordon II, W. R., Taylor, R. T. ve Oliva, P. F. (2019). Developing the curriculum improved outcomes through systems approaches (9th Edit.). Pearson.
Grootenboer, P. ve Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Springer-Verlag New York Inc.
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293.
Guilford, J. P. (1958). A system of the psychomotor abilities. The American Journal of Psychology, 71, 164–174. https://doi.org/10.2307/1419204
Haladayna, T. M. (1997). Writing test ıtems to evaluate higher order thinking. Allynn & Bacon.
Hannah, L. S. ve& Michaelis, J. U. (1977). A comprehensive framework for instructional objectives: A guide to systematic planning and evaluation. Addison-Wesley.
Harrow, A. J. (1972). A taxonomy of the psychomotor domain. McKay.
Hauenstein, A. D. (1998). A conceptual framework for educational objectives. University Press of America, Inc.
Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
I-TECH. (2010). Writing good learning objectives. I-TECH Technical Implementation Guide # 4. https://www.utwente.nl/en/examination/Toolbox/design_assignments/tig-4-learning-objectives11.pdf
Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. TEACHING Exceptional Children, 39 (4), 54-58. https://doi.org/10.1177/004005990703900406
Katzenbach, J. R. ve Smith, K. D. (1993). The wisdom of teams. Harper Business.
Kaufman, R., Oakley-Browne, H., Watkins, R. ve Leigh, D. (2003). Strategic Planning for success: Aligning people, performance, and payoffs. Josey-Bass.
Kibler, R., Barker, L. ve Miles, D. (1970), Behavioural objectives and instruction. Allyn and Bacon.
Krathwohl, D.R. (2002) A revision of bloom’s taxonomy: An overview. Theory into Practice, 41, 212-218. http://dx.doi.org/10.1207/s15430421tip4104_2
Krathwohl, D. R., Bloom, B. S. ve Masia, B. B. (1964). Taxonomy of educational objectives. the classification of educational goals. handbook ıı: Affective domain. David McKay Company Inc.
Lambert, E. ve Himsl, R. (1993). Signs of learning in the affective domain (ED360081). ERIC. https://files.eric.ed.gov/fulltext/ED360081.pdf
Lawlor, K. B. ve Hornyak, M. J. (2012). Smart goals: How the application of smart goals can contribute to achievement of student learning outcomes. Developments in Business Simulation and Experiential Learning, 39, 259-260.
Lunenburg, F. C. (2011) Instructional planning and implementation. Schooling. 2(1), 1-4.
Maclay, R. W. de M. (1969). Taxonomy of educational objectives, psychomotor domain, educational measurement and assessment. Australian College of Education.
MacLeod, L. (2012). Making SMART goals smarter. Physician Executive, 38(2), 68–72.
Magdalena, I., Islami, N. F., Rasid, E. A. ve Diasty, N. T. (2020). Three areas of Bloom's taxonomy in education. Journal of Education and Science, 2(1), 132–139.
Mahardhika, B. N. ve Raharja, S. (2003). The importance of strategic planning with modern trends in education. Al-Ishlah: Jurnal Pendidikan, 15(2), 1807-1820.
Martin, B. L. ve Briggs, L. J. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs: Educational Technology.
Martin, B. L. ve Reigeluth, C. M. (1992). Affective education and the affective domain: Implications for instructional-design theories and models. C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II) (s. 485-511). Lawrence Erlbaum Associates.
Marzano, R. J. (1992). A different kind of classroom. Association of Supervision and Curriculum Development.
Marzano, R. J. (2001). Designing a new taxonomy of educational objectives. Corwin Press Inc.
McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. D. Grouws (Ed.). Handbook of research on mathematics teaching and learning: A project of the national council of teachers of mathematics (ss. 575–596). MacMillan Publishing Company.
McWilliam, R. A., Ferguson, A., Harbin, G., Porter, D. M. ve Vaderviere, P. (1998). The family-centeredness of individualized family services plans. Topics in Early Childhood Special Education, 18, 69–82.
Millî Eğitim Bakanlığı [MEB] (1973). Millî eğitim temel kanunu, Resmî Gazete (14574), Kanun No. 1739.
Millî Eğitim Bakanlığı [MEB] (2024a). Hayat bilgisi dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programhay123Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024b). İlkokul Türkçe dergi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programtur1234Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024c). İlkokul matematik dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programmat1234Onayli.pdf
Millî Eğitim Bakanlığı [MEB] (2024ç). Fen bilimleri dersi öğretim programı. https://tymm.meb.gov.tr/upload/program/2024programfen345678Onayli.pdf
Merrill, M. D. (1983). Component display theory. C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (ss. 279–333). Lawrence Erlbaum Associates.
Noddings, N. (2007). Aims, goals, and objectives. Encounters on Education, 8, 7–15.
Noddings, N. (2008). All our students thinking. Educational Leadership, 65 (5), 8–13.
O’Neill, J. ve Conzemius, A. (2011). The power of smart goals: Using goals to improve student learning. Solution Tree Press.
Ornstein, A. C. ve Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues. Pearson Education Limited.
Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect. Island Press.
Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right. John Wiley & Sons.
Ragsdale, C. E. (1950). How children learn the motor types of activities. N. B. Henry (Ed.), The forty-ninth yearbook of the National Society for the Study of Education, Part 1: Learning and instruction (ss. 69–91). The National Society for the Study of Education: The University of Chicago Press. https://doi.org/10.1037/11789-003.
Reigeluth, C. M. ve Moore, J. (1999). Cognitive education and the cognitive domain. C. M. Reigeluth, (Ed.). Instructional-design theories and models, Vol. II: A new paradigm of ınstructional theory (ss. 51- 68). Erlbau.
Resmî Gazete. (1973). Millî Eğitim Temel Kanunu, 14574 (12), Kanun No. 1739.
Resmî Gazete. (2003). Kamu Mali Yönetimi ve Kontrol Kanunu, 25326 (42), Kanun No. 5018.
Romizowski, A. J. (1981). Designing ınstructional systems: Decision making in course planning and curriculum design. Kogan Page.
Scott, S. J. (2014). S.M.A.R.T. goals made simple: 10 steps to master your personal and career goals. Createspace Independent Publishing Platform.
Simpson, E. J. (1966). The classification of educational objectives, psychomotor domain. University of Illinois.
Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Gryphon House.
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