State-based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum

dc.authorid0000-0001-7754-360Xen_US
dc.contributor.authorAkar, Ebru Öztürk
dc.date.accessioned2024-03-11T08:00:41Z
dc.date.available2024-03-11T08:00:41Z
dc.date.issued2023en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractTurkey's politically induced 'curricular modernization initiative' intended a philosophical change and a system-level transformation from behaviouristic to constructivist-inspired pedagogies in the early 2000s. Science curriculum has been one of the curricula that has taken precedence. It has changed four times since then. The latest science curriculum for grades 3-8 - age group 9-13 - is issued in 2018. This study examines these curricula and discusses curriculum making at the macro site. Whether or to what extent the tools of state-based curriculum making (ToSBCM) are used is also investigated. Directed content analysis and thematic analysis are used to address the research questions. Findings revealed that Turkey's latest science curriculum is a reformulation of its predecessors' goals, learning outcomes and content. ToSBCM are effectively used in introducing the new emphases of curriculum, managing discourse communities and granting the executive responsibility to teachers. Considering Turkey's curricular experiences as a country which has one of the most centralized education systems among OECD countries, and a very large hierarchical national administration with schools having the lowest levels of autonomy in determining curriculum and assessment policies among countries participating in PISA, findings offer opportunities to compare and discuss processes of curriculum making with an international perspective.en_US
dc.identifier.citationOzturk‐Akar, E. (2023). State‐based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculum. The Curriculum Journal, 34(2), 298-314.en_US
dc.identifier.doi10.1002/curj.192
dc.identifier.endpage314en_US
dc.identifier.issn0958-5176
dc.identifier.issn1469-3704
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85143413017en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage298en_US
dc.identifier.urihttp://dx.doi.org/10.1002/curj.192
dc.identifier.urihttps://hdl.handle.net/20.500.12491/12074
dc.identifier.volume34en_US
dc.identifier.wosWOS:000888090400001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkar, Ebru Öztürk
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofCurriculum Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience Curriculumen_US
dc.subjectState-Based Curriculum Makingen_US
dc.subjectTurkeyen_US
dc.subjectReformen_US
dc.subjectNorwayen_US
dc.subjectWorken_US
dc.titleState-based curriculum making in Turkey: Curriculum modernization initiative and the latest science curriculumen_US
dc.typeArticleen_US

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