Evaluating core curricula implemented at undergraduate programs of universities


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İLHAN E., KALAYCI ATAY N.

YUKSEKOGRETIM DERGISI, cilt.8, sa.3, ss.264-281, 2018 (ESCI İndekslerine Giren Dergi) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 8 Konu: 3
  • Basım Tarihi: 2018
  • Doi Numarası: 10.2399/yod.18.014
  • Dergi Adı: YUKSEKOGRETIM DERGISI
  • Sayfa Sayıları: ss.264-281

Özet

Core curricula implemented at undergraduate programs of universities were evaluated and suggestions made in order to implement the curricula in an effective way were examined in that study. The study model is survey and it is a qualitative case study. The study group consisted of a total of thirty-seven academicians who have given/been giving core courses at three different foundation universities in Turkey. The data obtained from interviews was analyzed via content analysis and some basic descriptive analysis. According to findings of the study, the academicians stated that the core curricula, which were evaluated via views of the academicians, supported students' progress in core skills, but not in core knowledge areas. As they indicated, core curriculum sustained academic, professional and social-individual aims of the students. Based on their opinions, it can be said the content had the features like suitability with aims, student-appropriateness, and transferability, interdisciplinary. The academicians also stated that at learning experiences of core curricula, expository teaching strategy was mostly applied while research and discovery learning strategies were rarely used. For the evaluation of core curricula, they explained that paper and pencil exams were mostly used, but process and performance evaluation were less frequently implemented. Lastly, the academicians made some suggestions focusing on the learning experiences and content of the core curricula. Based on the results of the study, it can be suggested that on the learning experiences of the evaluated core curricula, various strategies/methods/techniques which enhance students' active learning should be applied and on the evaluation, alternative assessment tools should be used.