Evaluation of Values Education in the Preschool Curriculum during the Pandemic through Illuminative Evaluation Model[Pandemi Döneminde Okul Öncesi Eğitim Programındaki Değerler Eğitiminin Aydınlatıcı Değerlendirme Modeli ile Değerlendirilmesi]

Yıl 2021, Cilt: 5 Sayı: 2, 24 - 32, 31.12.2021

Mehmet Altın Fatma Altın

Öz

Every society has its own values, and individuals adapt to society by realizing their social and emotional development with these values. While realizing the acquisition of values, many unexpected difficulties may be encountered. Undoubtedly, one of the biggest events of this century is the pandemic, which has an impact on the world. In this study, it was aimed to evaluate values education in the preschool curriculum during the coronavirus (COVID-19) pandemic through “Illuminative Evaluation Model”. In the research, case study method was employed. The study group of the research consisted of a kindergarten located in a disadvantaged area in Incirliova district of Aydın province and the preschool teachers working at the school in the 2020-2021 academic year. The school had a total of 56 students and 9 teachers. The data was collected through triangulation method. Researchers made observations to describe the case, analyzed the lesson plans and interviewed with the teachers at school. The data was analyzed and interpreted by applying the content analysis method. The data collected from the research were interpreted according to the steps of "observation", "inquiry" and "explanation", which were the steps of the illuminative evaluation model. When a general evaluation of values education in distance education was made, it was concluded that the lack of technological infrastructure caused the students to miss the lessons and activities. In addition, the fact that the parents did not support the students to attend the lessons and to fulfill the activities negatively affected children’s learning experiences. Thus, the problems experienced in the content and methodology elements prevented the full implementation of the evaluation of students’ progress.

Anahtar Kelimeler

Illuminative evaluation model, preschool curriculum, values education

Kaynakça

• Akar Vural, R. & Cenkseven, F., (2005). Case studies in educational research: definition, types, stages and reporting of case study research. Burdur Journal of Education Faculty, 6(10) 126-139.
• Alderman, G. (2014). From policy borrowing to implementation: An illuminative evaluation of learning and teaching in higher education in Australia (2002 to 2008). Queensland, Australia. https://eprints.qut.edu.au/75865/1/Gwendolyn_Alderman_Thesis.pdf
• Balcı, A. (2015). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler [Research Methods, Techniques and Principles in Social Sciences] (11th Ed.). Pegem Academy.
• Balım, D. (2020). Beşinci Sınıf İngilizce Ağırlıklı Öğretim Programının Aydınlatıcı Değerlendirme Modeliyle Değerlendirilmesi [An Evaluation of Fifth Grade English Curriculum within an Illuminative Evaluation Model]. Unpublished master’s thesis, Pamukkale University Institute of Educational Sciences, Denizli.
• Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: lessons from a school district in The Eastern Cape province, South Africa. International Journal of Development, 30, 83-90.
• Chirwa, G. W. (2015). An Illuminative evaluation of the standard 7 and 8 expressive arts curriculum in Malaw. Malawi.
• Creswell, J. W. (2013). Beş Yaklaşıma göre Nitel Araştırma ve Araştırma Deseni [Qualitative Inquiry and Research Design: Choosing Among Five Approaches] (Translating Eds. M. Bütün and S. B. Demir). Ankara: Siyasal Bookstore Publishing.
• Çalışkan, I. (2014). Identifying the needs of pre-service classroom teachers about science teaching methodology courses in terms of Parlett’s Illuminative Program Evaluation Model. International Journal of Education in Mathematics, Science and Technology, 2(2), 138-148.
• Demirel, Ö. (2012). Eğitimde Program Geliştirme [Curriculum Developlment in Education]. Ankara: Pegem Yayıncılık.
• Flyvbjerg, B. (2006). Five misunderstandings about case study research. Qualitative Inquiry. 12 (2), 219-245.
• Garwood, J. (2015). Identification of specific learning disability in New Jersey: an illuminative evaluation. Theses and Dissertations, 513. http://rdw.rowan.edu/etd/513
• Glesne, C. (2013). Becoming Qualitative Researchers (4th Ed. Translating Eds. Ali Ersoy & Pelin Yalçınoğlu). Ankara: Anı Publication.
• Gunio, M. J. D. (2015). Determining The Influences of A Hidden Curriculum On Students’ Character Development Using The Illuminative Evaluation Model. University of the Philippines Diliman.
• Gündüz, M., Aktepe, V., Uzunoğlu, H. & Gündüz, D. D. (2017). The values obtained through the educative games to preschool children. MSKU Journal of Education, 4(1), 62-70. DOI: 10.21666/muefd.303856
• Hökelekli, H. & Gündüz, T. (2007). Üstün yetenekli çocukların değer yönelimleri ve eğitimleri [Value orientations and education of gifted children in Değerler ve Eğitimi [Values and Education] 371-396. Dem Publications.
• Karakaş, H. (2015). Değerler eğitimi etkinliklerinin okul öncesi öğretmenlerine göre değerlendirilmesi: Nitel bir çalışma [Evaluation of values education activities according to preschool teachers: a qualitative study]. Dünden Bugüne Türkiye'de Beceri, Ahlak ve Değerler Eğitimi [International Symposium of Skill, Moral and Values Education in Turkey from Past to Present], volume I, p. 623.
• Karakuş, N. (2015). Evaluating the Cartoons That Appeal to Preschool Age in Terms of Their Contribution into the Values Education (The Niloya Case). Journal of Values Education, 12(30), 251-277.
• Kozikoğlu, İ. (2018). Investigation of preschool education teachers' attitudes and opinions concerning values education. International Journal of Turkish Literature Culture Education, 7(4), 2698-2720.
• Ogelman, H. G. & Sarıkaya, H. E. (2015). Views of preschool teachers about education of values: case of Denizli province. Sakarya University Journal of Education Faculty, (29), 81-100.
• Oktay, A. (1999). Yaşamın Sihirli Yılları: Okul Öncesi Dönem [Magical Years of Life: Preschool Period]. Epsilon Publication.
• Oruç, C. (2010). Education of children’s moral values in the preschool period. Journal of Education and Humanities: Theory and Practice, 1(2), 37-60.
• Ömeroğlu, E. (2016). Karakter ve değer [Character and value](Ö. Sapsağlam [Ed.], in Okul Öncesi Dönemde Karakter ve Değerler Eğitimi: Teoriden Uygulamaya [Character and Value Education in Preschool Period] 3-18). Pegem Akademi. DOİ 10.14527/9786053187073
• Özüdoğru, F. & Adıgüzel, O.C. (2016). The analysis of the views of English teachers about 2nd grade English language teaching curriculum. E-International Journal of Educational Research, 7(2), 16-35. DOI: 10.19160/e-ijer.12341
• Pahl, K. M. & Barrett, P.M. (2007). The development of social-emotional competence in preschool aged children: the fun frıends program. Australia: Brisbane, Queensland
• Parlett, M. & Hamilton, D. (1972). Evaluation as illumination: a new approach to the study of innovatory programs. U.S. Department of Health, Education &Welfare. National Institute of Education. 2-35.
• Sönmez, V. & Alacapınar, F. G. (2015). Örnekleriyle Eğitimde Program Değerlendirme [Curriculum Evaluation in Education with Examples]. Anı Publication.
• Tanrıverdi, Ö. (2012). Yaratıcı Drama ile Verilen Eğitimin Okul Öncesi Öğrencilerin Çevre Farkındalığına Etkisi [The Effect of the Education Implemented by the Creative Drama Method on the Environmental Awareness of Pre-School Students]. Unpublished master’s thesis, Muğla Sıtkı Koçman University Institute of Educational Sciences, Muğla.
• Uşun, S. (2012). Eğitimde Program Değerlendirme: Süreçler, Yaklaşımlar ve Modeller [Curriculum Evaluation in Education: Processes, Approaches and Models]. Anı Publication.
• Uzun, M. & Köse, A. (2017). Teachers’ Opinions about the Application of Values Education during Preschool Education. Bayburt Faculty of Education Journal, 12(23), 305-338.
• Wood, B. B. (2001). Stake’s countenance model: evaluation an environmental education professional development course. The Journal of Environmental Education, 32(2), 18-27.
• Yaka, Ş., Yalçın, D. & Denizli, E. (2014). Parents’ views on preferential values in preschool education. Journal of Values Education, 12(28), 169-192.
• Yazar, T. & Erkuş, S. (2013). The evaluation the opinions of pre-school education teachers about the values education in pre-school education programme. Dicle University Ziya Gökalp Faculty of Education Journal, 20, 196-211.
• Yıldırım, A. ve Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative Research Methods in the Social Sciences] (10. Ed). Seçkin Publication.
• Yin, R. K. (2009). Case Study Research: Design and Methods (4th Ed.). Beverly Hills, CA: Sage.
• Yoon, S., Park, M. Y. & Mcmillan, M. (2017). An illuminative evaluation: Student experience of flipped learning using online contents. Journal of Problem-Based Learning, 4(1), 47-54.
• Yüksel, İ. & Sağlam, M. (2014). Eğitimde Program Değerlendirme [Curriculum Evaluation in Education]. Pegem Academy.