Comparison of the Activities in Turkish Life Sciences Course Books: Activity Suggestions by Teachers

Autor/in	Ütkür, Nur
Titel	Comparison of the Activities in Turkish Life Sciences Course Books: Activity Suggestions by Teachers
Quelle	In: Acta Didactica Napocensia, 11 (2018) 2, S.57-70 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Foreign Countries; Textbook Content; Learning Activities; Elementary School Teachers; Content Analysis; Elementary Education; Social Studies; Citizenship Education; Values Education; Health; Natural Resources; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrbuchtext; Lernaktivität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Elementarunterricht; Gemeinschaftskunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Werterziehung; Gesundheit; Natural Ressource; Natürliche Ressource; Türkei
Abstract	The latest changes in the primary school Life Sciences Curriculum which saw a radical change with the constructivist approach being used in education were made in 2009 and 2015 in Turkey. The first use of 2015 Curriculum was when it was used in first grades in the academic year of 2016-2017. This study aims to make a comparison between the activities in the Life Sciences textbook which started to be used in primary school first grades with the 2015 Life Sciences Curriculum and the activities in the first grade textbook that had been used according to the 2009 Life Sciences Curriculum. Another purpose of the study is that 5 classroom teachers who are teaching primary school first grades develop suggestions for new activities on the specified subjects. This study uses the document review, which is a qualitative research method, and attributes of activities in both books and teacher activities were analyzed with a content analysis. In the analysis, the themes "School is My Excitement, My Unique Home, and Yesterday, Today, Tomorrow" were included in the 2009 Life Sciences textbook whereas the 2015 Life Sciences textbook involved the units "Me and My School, My Family and Home, Healthy Life, Safe Life, I Love My Country, and Nature and Environment." It was determined that the number of attainments to be brought to the students was 292 and the number of activities was 438 in the 2009 textbook, these numbers decreased to 143 and 296 in the 2015 textbook, respectively. It was concluded in the analyses that the most used type of activity in both books were "expressing one's thoughts, value judgments, assumptions." Thus, the classroom teachers were asked to develop different activities for the specified attainments which included active methods. The most frequent of the activities developed by the teachers were activities based on "drama, case study, and empathy." [This research has been presented as an oral presentation at the 16th International Primary Teacher Education Symposium, 2017, Lefke, Cyprus.] (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01