Constraints of Curriculum Implementation as Perceived by Turkish Biology Teacher

Akar, Ebru Öztürk

doi:10.15390/eb.2014.3092

Cited by 7 publications

(3 citation statements)

References 34 publications

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“…The learning continuum can help teachers identify students' abilities in understanding material appropriate to their mental development and age. The existence of a teaching material grid following the learning continuum can contribute to the point of view of policymakers that curriculum development must be tailored to students' needs, abilities, and competencies (Akar, 2014). After all, the curriculum is the heart of a school (Agustin & Puro, 2016).…”

Section: Resultsmentioning

confidence: 99%

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Trilipi

Subali

2020

JPBI

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One of the overlapping curriculum designs indicates the mismatch of teaching materials with the cognitive level process and student development, impacting the unstructured qualification of mastery of the material. On the other hand, the breadth and depth of teaching materials in the curriculum must be following students' mental development and level of cognitive processes. This study aims to collect the opinions of science teachers in junior high schools and biology teachers in high schools about the learning continuum design on reproducing living things. The method used is a survey. The study population is a hypothetical population with a convenience sample. The sample involved in this study were 111 teachers in Bantul Regency and Yogyakarta City. The data collection method used a questionnaire distributed through four subject teachers' conference (MGMP). The data obtained were analyzed using descriptive analysis. The results showed several sub-aspects of reproduction of living things that cannot be taught in elementary schools. The material for propagating fungi, protists, bacteria, and viruses starts in grade VII with a cognitive level of C1 (remembering), after previously students received material about types of animals and plants in grade VI (elementary school). Furthermore, the material on reproductive anatomy and physiology can only be given to class IX with cognitive level C2 (understanding) and continued in class X and XI with cognitive level C4 (analyzing). Especially for reproductive anatomy and physiology, fungi were introduced to class VII with C1 level cognitive processes (remembering). This teacher opinion generates a learning continuum grid that can help policymakers improve educational curriculum.

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Section: Resultsmentioning

confidence: 99%

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Trilipi

Subali

2020

JPBI

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“…This study focused on curriculum adaptation of teachers by revealing the adaptation patterns and the reasons for the adaptation. It is also noteworthy that, by being a little away from the focus of this research, researchers investigating curriculum implementation in literature before have raised some concerns regarding the curriculum fidelity levels of the teachers (Bümen, 2019;Karakuyu & Oğuz, 2021;Sakallıoğlu & Özüdoğru, 2022), teachers' opinions and perceptions on curriculum implementation (Altay, 2020, Aykaç & Ulubey, 2012Çelik, 2021;Dilekçi, 2019;Öztürk-Akar & Yıldırım, 2011;Tekbıyık & Akdeniz, 2008;Yaşar, 2012), the problems they experienced while implementing it (Adıgüzel, 2009;Karacaoğlu & Acar, 2010;Öztürk-Akar, 2014) and teachers' level of curriculum literacy (Çetinkaya & Tabak, 2019;Demir & Toraman, 2021;Kahramanoğlu, 2019;Kasapoğlu, 2020). Although there are some limited studies that investigate teachers' role in curriculum implementation, it is clear that previous research did not specified the curriculum implementation approaches of the teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Curriculum Implementation Approaches of Secondary School English Teachers: A Case Study

ERCAN

Çubukçu

2023

Kastamonu Education Journal

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Purpose: The purpose of this study is to identify the curriculum implementation approaches of secondary school English teachers. Design/Methodology/Approach: The study group of this qualitative case study consists of 14 English teachers and students studying in the classes of these teachers. In determination of the study group, maximum variation and criterion sampling was used. The data of the study was obtained by observations, interviews, document review and it was analyzed by qualitative content analysis technique with an interpretive qualitative approach. Findings: Study results indicated that English teachers have basically three different approaches while implementing the curriculum: curriculum fidelity, curriculum adaptation and curriculum design. In each three approaches teachers make student-based and exam-based implementations. However, under the curriculum adaptation approach, the student-based and exam-based adaptations made by teachers during their implementations are philosophically so different from each other that they worth mentioning under a different sub-title as student-based adaptation and exam-based adaptation. Teachers who adopt curriculum fidelity approach tend to apply the curriculum materials without making any change while teachers with curriculum adaptation approach make some adaptations in these materials. In the student-based adaptation approach, teachers make these adaptations by taking student characteristics into account, while in the exam-based approach, the focus of the teachers is to prepare students for national exams or the exam of the course. Teachers with curriculum design approach teach in private schools and do not make use of curriculum materials during their instruction. These teachers have more flexibility in their classroom practices compared to the teachers with curriculum fidelity and adaptation approaches. Highlights: Based on the results of this study, it can be suggested to investigate the effect of teachers’ curriculum implementation approaches on their professional development and on their students’ motivation and academic success.

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“…Attitudes toward biology consist of students' feelings like interest, like and dislike, and the scale of attitude measures this (Cömert, 2014). Students are usually unresponsive to the biology course and have adverse attitudes because they often regard it as trivial (Oztürk-Akar, 2014). In such an area of concern in life, giving decisive attitudes to students should be one of the principal objectives of the curriculum at all levels.…”

Section: Introductionmentioning

confidence: 99%

Determining the Attitudes and Metaphoric Perception of Prospective Science Teachers toward Biology Courses

Durdukoca

Önel

2020

Asian Journal of Education and Training

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This study aimed to determine the attitudes and metaphorical perceptions of science teacher candidates towards biology lesson. In the study, a mixed method and triangulation pattern was used. A survey form developed by the researchers to determine the metaphorical perceptions of the teacher candidates about biology lesson and their demographic information and a "Biology Course Attitude Scale (BDTÖ)" were used to determine their attitudes towards the biology lesson. SPSS package program was used for analysis of quantitative data and content analysis technique was used for analysis of qualitative data. Metaphores developed by science teacher candidates are alphabetically ordered; coded, categorized, percent and frequency values are calculated. Participant teacher candidates' attitudes towards the biology lesson in general were found to be positive at the "I agree" level. As a result of the research, it was determined that the teacher candidates' attitude scores related to the biology lesson did not show any significant difference according to gender and grade levels. It was determined that science teachers candidates participating in the research had 117 valid metaphors and 57 different metaphors for the biology lesson, and the metaphors of "life" (f = 37) and "water" (f = 6) were the most frequently produced metaphors.

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Constraints of Curriculum Implementation as Perceived by Turkish Biology Teacher

Cited by 7 publications

References 34 publications

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

The learning continuum of living reproduction: Generating a curriculum grid based on students' cognitive levels

Curriculum Implementation Approaches of Secondary School English Teachers: A Case Study

Determining the Attitudes and Metaphoric Perception of Prospective Science Teachers toward Biology Courses

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