Öz
Anahtar Kelimeler
Kaynakça
- Bell, W. (2000). Futures studies comes of age twenty five years after: The limits to growth. Futures, 33 (1), 63-76.
- Costa, A. L.& Kallic, B. (2010). It takes some getting used to: Rethinking curriculum fort he 21st century. Curriculum 21: Essential Education for a Changing Wold. (Edited by.Heidi Hayes Jacobs). ASCD Publication.
- Dalton, L. C. (2001). Thinking about tomorrow: Bringing the future to the forefront of planing. Journal of the American Plaining Assocation, 67 (4), 397-402.
- Demirel, Ö. (1996). Eğitimde yeni arayışlar. Yeni Türkiye. Sayı 7, 47-52.
- Eckersley, R. (1999). Dreams and expectation: Young people expectation and preferred futures and their significance for education, Futures. 31 (1), 73-90.
- Gidley, J. M. (1998). Prospective youth visions through imaginative education, Futures. 30 (5), 395-408.
- Gültekin, M. (2007). Educational programs and student opinions about the future”. Journal of Futures Studies, 12(1), 41-60.
- Gültekin, M. (2006). Eğitimde güncel bir kavram: Gelecek.Kuram ve Uygulamada Eğitim Yönetimi, 46, 61-83.
- Gültekin, M. (1990). Eğitim programlarında geleceğe ilişkin motifler ve öğrencilerin gelecekle ilgili tepkileri. Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
- Marx, G. (2001). Educating children for tomarrows world. The Futurist, 35(2), 43- 49.
- Masini, E. B. (2002). A vision of futures studies. Futures, 34 (3-4), 249-259.
- Oliva, P. F. (1988). Developing the curriculum. (2nd ed) Scott, Foresman and Company.
- Selvi, K. (2007). Future aims of science curriculum for primary school. Cultura. International Journal of Philosophy of Culture and Axiology,8.
- Varış, F. (1988). Eğitimde program geliştirme: Teori ve teknikler. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
- Wiles, B. and Bondi, J. (2002). Curriculum development: Aguide to practice. (6th ed) NewJersey, Merrill Prentice Hall.
- Wiles, B. and Bondi, J. (2010). Curriculum development: Aguide to practice. Boston: Pearson Education Inc.
- Yıldırım, A. and Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. İkinci Baskı. Ankara: Seçkin Yayınları.
- Türkiye’deki İlköğretim Programlarında
- Geleceğe İlişkin Yansımalar
Öz
Problem Statement: The rapid development in science and technology today makes changes in the societies, and these changes make growing generations to learn not only the past and today but also to improve projections related to their future. For the individuals to perceive the events and incidents occurring around them, and to achieve a wide understanding of the world past, today and future should be interrelated in the educational programs, and perspectives should be created concerning the future. theme is directly related to future. Moreover, some of the skills, personal qualifications and values in the program have features that can be related to future. Although there are a lot of direct reflections to future in the Science and Technology Teaching Program’s explanations, not enough reflections could be found in the elements of the program. There are reflections to future in the explanations of Mathematics teaching Program, but in the elements of the program no reflections to future could be observed. Conclusions and Recommendations: When the results related to programs are handled together, primary school programs are found to have enough reflection to future. When programs are considered; by nature Social Studies Teaching Program has the most reflections to future; Turkish, Science and Technology and Life Studies programs have enough reflections to future; however, Mathematics Teaching program has the least number of reflections to future among all the programs investigated. The following suggestions could be made according to the results of this study; 1) The reflections to future of the primary education programs should be determined by application-oriented studies. 2) How other programs applied in primary education reflect to future should also be investigated. 3) Studies concerning the effects of the reflections of primary education programs to future should be designed
Anahtar Kelimeler
Kaynakça
- Bell, W. (2000). Futures studies comes of age twenty five years after: The limits to growth. Futures, 33 (1), 63-76.
- Costa, A. L.& Kallic, B. (2010). It takes some getting used to: Rethinking curriculum fort he 21st century. Curriculum 21: Essential Education for a Changing Wold. (Edited by.Heidi Hayes Jacobs). ASCD Publication.
- Dalton, L. C. (2001). Thinking about tomorrow: Bringing the future to the forefront of planing. Journal of the American Plaining Assocation, 67 (4), 397-402.
- Demirel, Ö. (1996). Eğitimde yeni arayışlar. Yeni Türkiye. Sayı 7, 47-52.
- Eckersley, R. (1999). Dreams and expectation: Young people expectation and preferred futures and their significance for education, Futures. 31 (1), 73-90.
- Gidley, J. M. (1998). Prospective youth visions through imaginative education, Futures. 30 (5), 395-408.
- Gültekin, M. (2007). Educational programs and student opinions about the future”. Journal of Futures Studies, 12(1), 41-60.
- Gültekin, M. (2006). Eğitimde güncel bir kavram: Gelecek.Kuram ve Uygulamada Eğitim Yönetimi, 46, 61-83.
- Gültekin, M. (1990). Eğitim programlarında geleceğe ilişkin motifler ve öğrencilerin gelecekle ilgili tepkileri. Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
- Marx, G. (2001). Educating children for tomarrows world. The Futurist, 35(2), 43- 49.
- Masini, E. B. (2002). A vision of futures studies. Futures, 34 (3-4), 249-259.
- Oliva, P. F. (1988). Developing the curriculum. (2nd ed) Scott, Foresman and Company.
- Selvi, K. (2007). Future aims of science curriculum for primary school. Cultura. International Journal of Philosophy of Culture and Axiology,8.
- Varış, F. (1988). Eğitimde program geliştirme: Teori ve teknikler. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
- Wiles, B. and Bondi, J. (2002). Curriculum development: Aguide to practice. (6th ed) NewJersey, Merrill Prentice Hall.
- Wiles, B. and Bondi, J. (2010). Curriculum development: Aguide to practice. Boston: Pearson Education Inc.
- Yıldırım, A. and Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. İkinci Baskı. Ankara: Seçkin Yayınları.
- Türkiye’deki İlköğretim Programlarında
- Geleceğe İlişkin Yansımalar
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Yazarlar | |
| Yayımlanma Tarihi | 1 Haziran 2012 |
| IZ | https://izlik.org/JA48CH66GG |
| Yayımlandığı Sayı | Yıl 2012 Sayı: 1 |