Program Review, Evaluation and Development Study for Analytical Thinking in The Second-Class Visual Arts Course[İkinci Sınıf Görsel Sanatlar Dersinde Analitik Düşünmeye Yönelik Program İnceleme, Değerlendirme ve Geliştirme Çalışması]

Öz

The aim of this study is to examine, evaluate and improve the second grade Visual Arts Course curriculum in terms of its suitability to analytical thinking. The study is a qualitative study and it was carried out in phenomenological design. The data were obtained by document analysis and interview method. In the study, the data were analyzed by descriptive method. Interviews were made with two teachers who are practitioners in the field. As a result of the document analysis, it was seen that the second grade Visual Arts Lesson Curriculum was partially suitable for analytical thinking. It was observed that three of the 17 acquisitions of the second-year Visual Arts Lesson Curriculum were suitable for analytical thinking, and that analytical thinking was partly included in the content. Training and testing situations are not specified in the program. As a result of the interviews with the teachers, it was stated that some of the gains in the program were appropriate and the content was oriented towards analytical thinking. They stated that they used demonstration method, question-answer technique, and observational studies in educational situations, and they used observation, self-peer assessment, rubric, and structured grid in measurement and evaluation. As a result of the study, suggestions were made regarding the acquisition, content, training and testing situations in order to improve the program.

Anahtar Kelimeler

• teaching program
• visual arts
• analytical thinking

Kaynakça

1. Akkuş Çakıroğlu, N. ve Senemoğlu, N. (2016). Yükseköğretimde analitik düşünme becerileri, Kastamonu Eğitim Dergisi, 24(3), 1487-1502.
2. Arıol, Ş. (2009). Matematik öğretmen adaylarının bütüncül ve analitik düşünme stillerinin matematiksel problem çözme becerilerine etkisi. Yayımlanmış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
3. Bloom, B. S. (1956). Taxonomy of educational objectives, the classification of educational goals, handbook I: Cognitive Domain. New York: David McKay Company