Akademik Veri Yönetim Sistemi
e-İlköğretim Online (elektronik), cilt.17, sa.3, ss.1-22, 2018 (Hakemli Dergi)
Abstract.
The aims of this case study were (1) to investigate the general characteristics
of the Life Sciences Curriculum (LSC); (2) to examine how the LSC is
implemented in a public primary school from the perspectives of teachers,
students and administrators; and (3) to identify whether implementation of the
curriculum was in line with the principles of constructivist pedagogy. The
study participants consisted of the school administrator, 2 co-administrators,
4 classroom teachers and 87 students from second- and third-grade classrooms
chosen from a primary school in one of the districts of Ankara, Turkey. Data
was collected through document analysis, classroom observations,
semi-structured interviews with administrators, stimulated-recall interviews
with teachers, and creative drama activities with students. Findings indicated
that LSC was prepared consistent with constructivist pedagogy. Explicitly,
multiple intelligences theory and contemporary teaching-learning approaches
were kept in view in the design of the LSC, and the curriculum composed of
thematic units that focuses on developing skills like critical thinking,
creative thinking and problem-solving.