The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education

Autor/inn/en	Karakus, Memet; Uyar, Melis Yesilpinar
Titel	The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.65-75 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Instructional Design; Consumer Education; Mathematics Instruction; Case Studies; Observation; Qualitative Research; Content Analysis; Curriculum Development; Grade 6; Curriculum Implementation; Semi Structured Interviews; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Konsumerziehung; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Beobachtung; Qualitative Forschung; Inhaltsanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Türkei
Abstract	The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01