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Bellon ve Handler'in Program Geliştirme Modeli ve Modele İlişkin Özellikler

Year 2018, Volume 1, Issue 2, 203 - 212, 30.12.2018

Abstract

Öğretim tasarımı bir süreç olarak ele alındığında öğrenmeyi destekleyen bir bütündür. Eğitim süreci içinde farklı bireylerin gereksinimlerini karşılamak ve farklı disiplin alanlarının ihtiyaç ve şartlarına daha iyi cevap verebilmek amacıyla alan yazında farklı öğretim tasarımı yaklaşımlarından hem teorik hem uygulamaya dönük alanlarda yararlanılması gerekmektedir. Dolayısıyla alan yazında sıklıkla bahsedilmeyen fakat uygulama alanı ve amaçları açısından farklı şekillerde uygulanabilecek öğretim tasarımı ya da program geliştirme modellerinin incelenmesi önemlidir. Bu çalışmanın amacı kendisine daha çok uluslararası alan yazında ya da Türkiye’de daha çok yabancı dil öğretimi alanına ilişkin alan yazında yer bulan Bellon ve Handler öğretim tasarımı modelini detayları ile tanıtmak ve uygulama şekli ve alternatif uygulama çeşit ve alanları ile ilgili bilgi vermektir. Bu amaçla sözü edilen öğretim tasarım modeline ilişkin ulaşılabilen kaynaklar doküman analizi yöntemi ile incelenmiştir. Dokümanların analizinde eğitim programının temel öğeleri (hedef, içerik, eğitim durumları, değerlendirme) esas tema olarak kullanılmıştır. Bu genel bakışa dayanarak tasarımın her bir bileşeninin ayrıntılı olarak incelenmesi yöntemiyle öğretim tasarımı modelinin kullanım ve uygulama alanları, öğretim tasarımı sonucunda ortaya çıkacak ürün ya da programın özellikleri ve öğretim tasarımın dayandığı kuramsal dayanaklara ilişkin tartışma ve önerilerde bulunulmuştur.

References

  • Bellon, J. J., & Handler, J. R. (1982). Curriculum development and evaluation: A design for improvement. Dubuque, Iowa: Kendall/Hunt Publishing Company.
  • Carkhuff, R.C & Fisher, S.G. (1984). Instructıonal systems desıgn (second edition). Amherst, MA: Human Resources Development Press.
  • Collins, G. R. (1985). The conditions of learning and the theory of instruction (4th ed.). NewYork: Holt, Rinehartn & Winston.
  • Dick, W., & Cary, L. (1990). The systematic design of instruction (3rd ed.). New York:Harper Collins.
  • Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELTcurriculum at Eastern Mediterranean University: A case study (Unpublished doctoraldissertation). Middle East Technical University, Ankara.
  • Erdem, H. E. (1999). Evaluating the English language curriculum at a private school inAnkara: A case study.
  • Ibrahim, A.A. (2015). Comparative analysis between system approach, Kemp, and ASSURE instructional design models. International Journal of Education and Research, 3(1), 261-270.
  • Johson, K.A & Foa, L.J. (1989). Instructional design: New alternatives for effective educational and training. New York: Macmillan.
  • Keleş, E., Erümit, S. F., Özkale, A., & Aksoy, N. (2016). Öğretim Tasarımcıları İçin Bir Yol Haritası: Öğretim Tasarım Modellerinin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 49(1), 105-140.
  • Milano, M. & Ullius, D. (1998). Designing powerfull training: The sequentialiterative model. San Francisco, CA:Josey-Bassy/Pteiffer.
  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.).New York: John Wiley & Sons Inc.
  • Mutlu, G. (2016). A qualitative analysis and comparison of the two contemporary models of instructional design. Journal of Human Sciences, 13(3), 6154-6163. DOI: https://doi.org/10.14687/jhs.v13i3.4350.
  • Mutlu, G. (2018). A Program Evaluation Study of the Main Course at a Preparatory Program: A Case Study. Turkish Online Journal of Qualitative Inquiry, 9 (3), 202-239.
  • Nadler, L. (1990). Designing training programs: The critical events model (nine edition). Reading, MA:Addison-Wesley.
  • Seels, B. B., & Richey, R. C. (1994). Instructional Technology: the Definition and Domains of the Field. Washington: Association for Educational Communications and Technology
  • Seels,B. & Glasgow, Z.(1990). Exercises in instructional design.Colombus,OH:Merrill.
  • Smith, P. L., & Ragan T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wile & Sons Inc.
  • Şimşek, A. (2017). Öğretim tasarımı (4.basım). Nobel Yayıncılık: Ankara.

Bellon and Handler's Curriculum Development Model and Its Characteristics

Year 2018, Volume 1, Issue 2, 203 - 212, 30.12.2018

Abstract

When considered as a process, instructional design is a whole that is supportive of learning. In an effort to meet the needs of different individuals in the educational process and respond better to the needs and conditions of different disciplines, it is necessary to make use of different instructional design models in the literature in both theory and practice-oriented areas. Therefore, it is a worthwhile attempt to probe into instructional designs and curriculum development models that are not oft-mentioned in the literature, yet would lend themselves to different ways of use in terms of different discipline areas and purposes. This paper intends to provide in-depth information regarding the instructional design model developed by Bellon and Handler (1982)—a model that occupies a place in the international literature as well as in Turkey, a fortiori, concerning foreign language teaching field—and inform the reader about the employment of the model and its alternative employment types and areas. To this end, available sources related to the model were made subject to document analysis method. In the analysis of the documents, basic elements of the curriculum (aims, organization, operations, outcomes) were used as the main themes. Based on this general perspective, each element of the model in question was examined in detail. Accordingly, discussions and suggestions were made with regard to the use and employment areas of the model, characteristics of the emergent product or program as a result of the instructional design, and theoretical underpinnings of the instructional model.

References

  • Bellon, J. J., & Handler, J. R. (1982). Curriculum development and evaluation: A design for improvement. Dubuque, Iowa: Kendall/Hunt Publishing Company.
  • Carkhuff, R.C & Fisher, S.G. (1984). Instructıonal systems desıgn (second edition). Amherst, MA: Human Resources Development Press.
  • Collins, G. R. (1985). The conditions of learning and the theory of instruction (4th ed.). NewYork: Holt, Rinehartn & Winston.
  • Dick, W., & Cary, L. (1990). The systematic design of instruction (3rd ed.). New York:Harper Collins.
  • Erozan, F. (2005). Evaluating the language improvement courses in the undergraduate ELTcurriculum at Eastern Mediterranean University: A case study (Unpublished doctoraldissertation). Middle East Technical University, Ankara.
  • Erdem, H. E. (1999). Evaluating the English language curriculum at a private school inAnkara: A case study.
  • Ibrahim, A.A. (2015). Comparative analysis between system approach, Kemp, and ASSURE instructional design models. International Journal of Education and Research, 3(1), 261-270.
  • Johson, K.A & Foa, L.J. (1989). Instructional design: New alternatives for effective educational and training. New York: Macmillan.
  • Keleş, E., Erümit, S. F., Özkale, A., & Aksoy, N. (2016). Öğretim Tasarımcıları İçin Bir Yol Haritası: Öğretim Tasarım Modellerinin Karşılaştırılması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 49(1), 105-140.
  • Milano, M. & Ullius, D. (1998). Designing powerfull training: The sequentialiterative model. San Francisco, CA:Josey-Bassy/Pteiffer.
  • Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4th ed.).New York: John Wiley & Sons Inc.
  • Mutlu, G. (2016). A qualitative analysis and comparison of the two contemporary models of instructional design. Journal of Human Sciences, 13(3), 6154-6163. DOI: https://doi.org/10.14687/jhs.v13i3.4350.
  • Mutlu, G. (2018). A Program Evaluation Study of the Main Course at a Preparatory Program: A Case Study. Turkish Online Journal of Qualitative Inquiry, 9 (3), 202-239.
  • Nadler, L. (1990). Designing training programs: The critical events model (nine edition). Reading, MA:Addison-Wesley.
  • Seels, B. B., & Richey, R. C. (1994). Instructional Technology: the Definition and Domains of the Field. Washington: Association for Educational Communications and Technology
  • Seels,B. & Glasgow, Z.(1990). Exercises in instructional design.Colombus,OH:Merrill.
  • Smith, P. L., & Ragan T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wile & Sons Inc.
  • Şimşek, A. (2017). Öğretim tasarımı (4.basım). Nobel Yayıncılık: Ankara.

Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Review Articles
Authors

Gülçin MUTLU (Primary Author)
İZMİR DEMOKRASİ ÜNİVERSİTESİ
Türkiye


İdris ŞİMŞEK
İZMİR DEMOKRASİ ÜNİVERSİTESİ
0000-0001-7953-8337

Publication Date December 30, 2018
Published in Issue Year 2018, Volume 1, Issue 2

Cite

APA Mutlu, G. & Şimşek, İ. (2018). Bellon ve Handler'in Program Geliştirme Modeli ve Modele İlişkin Özellikler . Language Teaching and Educational Research , 1 (2) , 203-212 . Retrieved from https://dergipark.org.tr/en/pub/later/issue/41915/499150