Research Article
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Year 2019, Volume 6, Issue 1, 122 - 134, 17.06.2019
https://doi.org/10.33200/ijcer.563552

Abstract

References

  • Assemi, A. and Sheikhzade, M. (2013). Intended, implemented and experiential null curriculum. Life Science Journal, 10 (1), 82-85.
  • Brown, G. (2009) The ontological turn in education. Journal of Critical Realism, 8 (1), 5-34.
  • Education Reform Initiative (Eğitim Reformu Girişimi) [ERG] (2017). Milli Eğitim Bakanlığı taslak öğretim programları inceleme ve değerlendirmesi.
  • Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York: Macmillan Publishing.
  • Hess, D. (1998). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Unpublished Doctoral Dissertation. The USA: University of Washington, College of Education.
  • Levinson, R. (2008). Promoting the role of the personal narrative in reaching controversial socioscientific issues. Science and Education, 17, 855-871.
  • McLaren, P. (2011). Okullarda yaşam eleştirel pedagojiye giriş. (Translated: M.Y. Eryaman, H. Arslan). Ankara: Anı Yayıncılık.
  • Sağlam, M. (2008). Eğitim ve öğretim programlarının kapsamı. Kıymet, S. (Ed.), Öğretim ilke ve yöntemleri içinde (s. 19-42). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Sönmez, V. (2002). Eğitim felsefesi. (6. baskı). Ankara: Anı Yayıncılık.
  • Smith, S. J. (2000). The role of controversial issues in moral education: Approaches and attitudes of Christian school educators. Unpublished Doctoral Dissertation. Oklahoma: Graduate College of the Oklahoma State, The School of Education.
  • Wilkinson, M. L. N. (2014). The concept of the absent curriculum: The case of the Muslim contribution and the English National Curriculum for history. Journal of Curriculum Studies, 46 (4), 419-440.

The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum

Year 2019, Volume 6, Issue 1, 122 - 134, 17.06.2019
https://doi.org/10.33200/ijcer.563552

Abstract

This study aims to examine primary and secondary education curricula in terms of controversial issues such as human rights, terrorism, sexuality, etc. determined by the participation of teachers, academicians and education union representatives beforehand. This study was designed as a document analysis which is one of the qualitative research methods. In this study, the curricula of the compulsory courses (N=16) of primary and secondary education were examined through content analysis. The curricula were analyzed in terms of controversial issues through a descriptive analysis form which was prepared by the researcher. The document analysis form was based on the controversial themes and sub-themes determined by the participation of teachers, academicians and education union representatives beforehand. The study revealed that controversial issues addressed by the education stakeholders were mostly not covered in the curricula of compulsory courses in primary and secondary education; in other words, it was the null curriculum. Furthermore, it was found that there was no relation between the general objectives and acquisitions of some curricula in terms of controversial issues.

References

  • Assemi, A. and Sheikhzade, M. (2013). Intended, implemented and experiential null curriculum. Life Science Journal, 10 (1), 82-85.
  • Brown, G. (2009) The ontological turn in education. Journal of Critical Realism, 8 (1), 5-34.
  • Education Reform Initiative (Eğitim Reformu Girişimi) [ERG] (2017). Milli Eğitim Bakanlığı taslak öğretim programları inceleme ve değerlendirmesi.
  • Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York: Macmillan Publishing.
  • Hess, D. (1998). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Unpublished Doctoral Dissertation. The USA: University of Washington, College of Education.
  • Levinson, R. (2008). Promoting the role of the personal narrative in reaching controversial socioscientific issues. Science and Education, 17, 855-871.
  • McLaren, P. (2011). Okullarda yaşam eleştirel pedagojiye giriş. (Translated: M.Y. Eryaman, H. Arslan). Ankara: Anı Yayıncılık.
  • Sağlam, M. (2008). Eğitim ve öğretim programlarının kapsamı. Kıymet, S. (Ed.), Öğretim ilke ve yöntemleri içinde (s. 19-42). Eskişehir: Anadolu Üniversitesi Yayınları.
  • Sönmez, V. (2002). Eğitim felsefesi. (6. baskı). Ankara: Anı Yayıncılık.
  • Smith, S. J. (2000). The role of controversial issues in moral education: Approaches and attitudes of Christian school educators. Unpublished Doctoral Dissertation. Oklahoma: Graduate College of the Oklahoma State, The School of Education.
  • Wilkinson, M. L. N. (2014). The concept of the absent curriculum: The case of the Muslim contribution and the English National Curriculum for history. Journal of Curriculum Studies, 46 (4), 419-440.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Şefika TATAR> (Primary Author)
Milli Eğitim Bakanlığı
0000-0001-8699-7451
Türkiye


Oktay Cem ADIGÜZEL>
Anadolu Üniversitesi
0000-0002-7985-4871
Türkiye

Publication Date June 17, 2019
Published in Issue Year 2019, Volume 6, Issue 1

Cite

APA Tatar, Ş. & Adıgüzel, O. C. (2019). The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum . International Journal of Contemporary Educational Research , 6 (1) , 122-134 . DOI: 10.33200/ijcer.563552

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868