Thesis PageABSTRACT (Metin ELKATMIŞ)
| ELKATMIŞ, Metin (2002). Changes ın arts, musıc, and physıcal educatıon currıcula ın fırst level of prımary educatıon (İlköğretim Birinci Kademe Resim-İş, Müzik ve Beden Eğitimi Programlarındaki Değişimler). Unpublished masters' thesis. Ankara: Hacettepe University, The Institute for Social Sciences. | Metin ELKATMIŞ, |
Özet -- Abstract |
This study was conducted to examine the changes in arts, music, and physical education courses in first level of primary education in terms of contemporary curriculum principles. The results of the study revealed that all curricula developed and implemented in 1924, 1926, 1936, 1948, 1968 and later had arts, music and physical education as mandatory courses. In general, there are no meaningfull differences amang programs developed until 1980. The changes made on the programs were basically in terms of adding some new courses or removing some courses and changing time schedule of these courses. As a result, all curricula were so similar in terms of general characteristics. However, at the end of 1980 and later, because of the accelerated efforts on curriculum development, new curricula were developed. To do this, a new model which was approved by the Board of Education (Talim Terbiye Kurulu) of Ministry of National Education was designed. The subsequent curriculum development efforts were done based on this new model. The approved model proposed that curricula should be developed according to courses regarding their dimensions of aim, target behavior, procedure, and evaluation. Although all curricula covered general objectives of courses, specific objectives were only included in the curricula developed after 1980. In addition, behavioral definitions of the objectives were included only in programs developed after 1980's. The content of these curricula for all grades didn't cover extreme changes, but subjects were designed based on topics with their explanations. The current scientfic improvements that have taken place until 1980's were reflected in the new curricula developed. In addition, the new programs included sample teaching-learning situations. The course materials, methods and technigues have always been important parts of the programs. Evaluation, which is an important part of a curriculum was not included in any of the primary education first level curricula developed at 1924, 1926, 1936, 1948 and 1968. This element was held as "exam", "exam score", "passing class", or "failing class". After 1980 the evaluation issue was added to the curricula as a fundamental element. "As a fundemental element", "evaluation" or "sample measurement" sections were included within "Sample teaching-learning" situations in the curricula developed after 1980. It can be concluded that progressive approach that lies on pragmatic philosophy was the base for all the curricula of primary education, which is the fundemental frame of the Turkish Education System. In short, the programs were examined in terms of "objectives ", "content", "teaching-learning situations", and "evaluation". Finally, conclusions and recommendations are presented. |