Analysis of the Life Science Course Curriculum Through Provus’ Program Evaluation Model
Abstract
This study was conducted to evaluate the 2nd grade Life Science course curriculum in primary schools based on Provus’ discrepancy model of program evaluation, in line with teachers’ opinions. The study was carried out using the phenomenology design, one of the qualitative research methods. A total of 11 classroom teachers with different levels of professional seniority, working in public schools, participated in the study. Ethical committee approval was obtained for the research. As a data collection tool, a semi-structured interview form developed by the researchers was used. The validity and reliability of the developed interview form were analyzed, and a pilot study was conducted. In addition, participants’ opinions regarding the aspects of the curriculum that need improvement were also gathered. The data obtained from the research were analyzed using the content analysis method. At the end of the study, it was determined that the curriculum was generally perceived positively by teachers, but some technology-related problems were experienced in practice. The participating teachers also suggested increasing the teaching materials in both the curriculum and schools, simplifying the number of learning outcomes in the curriculum, collecting teachers’ opinions more frequently, and placing greater emphasis on teachers’ practical needs.
Keywords
Life Science curriculum, instructional planning, program evaluation, Provus’ discrepancy evaluation model.
Ethical Statement
Bu çalışmada, Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi’nde belirtilen tüm kurallara uyulmuştur. Yönergede Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler başlığı altında açıklanan eylemlerden hiçbiri gerçekleştirilmemiştir. Etik kurul izni eklenmiştir.
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