Educating Turkish Primary School Teachers in Visual Arts: the Past and the Future

İlhan, Ayşe Çakır

doi:10.1111/j.1476-8070.2005.00448.x

Cited by 3 publications

(4 citation statements)

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“…Indeed, 'There is the tendency not to criticise viewpoints of authority figures … The general culture in Turkey includes norms reflecting the importance of respecting teachers, parents, and other authority figures' (Demir & Ellett 2014, 75). In Turkish (arts) education, critical thinking is not encouraged or supported; rather, an authoritarian and submissive view is inculcated from an early age (Ilhan 2005). From my experience, the need among students for confirmation that what they have designed is acceptable and conforms to standards set by the teacher is reflected in the question: Doğru mu hocam?…”

Section: (Hierarchy-based) Local Culture or 'Am I Right My Teacher?'mentioning

confidence: 92%

Human‐Centred Design Projects and Co‐Design in/outside the Turkish Classroom: Responses and Challenges

Emmanouil

2015

Int J Art Design Ed

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Perhaps more than any other professional group in modern history, designers have felt compelled to undertake the responsibility of addressing and engaging with societal problems in their practice. Initially, this liability involved concerns of form and production methods during the industrial revolution era, and developed into existential, ethical and context‐specific (Western) priorities of working and living during the twentieth century. Today, citizenship by design involves efforts that are directed to wards creating social change for and with the audience. Drawn from empirical research, this article presents the challenges met and lessons learnt when introducing human‐centred design practices to Visual Communication Design (Graphic Design) students in Turkey. As a self‐reflexive study, it draws from students' reception and feedback on a studio project on social awareness, accessibility and authority sharing with visually impaired people, and an applied workshop on the benefit of user collaboration in design. It aims to raise questions of relevance and assimilation of a socially oriented design practice in a non‐Western, commerce‐driven economy at the urge of modernisation. Moreover, acknowledging the strong element of conformity with peer members in Turkish society (such as the government, family and teachers), this work also aims to examine hierarchy‐challenging design practice in and outside the Turkish classroom.

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Section: (Hierarchy-based) Local Culture or 'Am I Right My Teacher?'mentioning

confidence: 92%

Human‐Centred Design Projects and Co‐Design in/outside the Turkish Classroom: Responses and Challenges

Emmanouil

2015

Int J Art Design Ed

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“…According to Yalınkılıç (2020, p.5) textbooks; "Considering the mass dimension of education, it constitutes the easiest and most economical way to convey all the knowledge, skills and values surrounding individual and social life to individual individuals". İlhan and Yazar (2021) list the following points regarding the basic features of textbooks: they are among the most effective sources after the teacher in creating students' learning experiences. It ensures that information is given gradually and that the topics are repeated and reinforced.…”

Section: Introductionmentioning

confidence: 99%

“…İlhan and Yazar (2021, p.746) also emphasize that "visuals in textbooks have functions such as making the content of the text easier to understand, explaining, embellishing and ensuring permanence in the mind". In the context of the constructivist teaching approach, the importance of the eye in the learning and teaching process has created a significant difference in all teaching environments and levels, therefore eye-appealing elements have become even more important in the preparation of teaching materials (İlhan & Yazar, 2021).Regarding this, in biology education, it is extremely important to visually convey to the student important organelles such as chromosomes, centromeres, ribosomes and chloroplasts, and to use some cell models and computer animations. The most important point to remember is that information given visually becomes much more permanent, and the memorized concept is quickly forgotten (Koç & Sönmez, 2018, p.348).…”

Section: Introductionmentioning

confidence: 99%

Examination of the Texts Examination of the Texts and Visuals in the “Cell Divisions” Unit in the 10th Grade Science High School Biology Text-Book in Terms of Scientific Content

Sevinç,

Çiçek

2023

education

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In this study, it was aimed to examine the visual content and expressions in the texts in the “Cell Divisions” unit in the 10th Grade Biology textbook of the Ministry of National Education, Secondary Science High School, taught in the 2022-2023 academic year, in terms of scientific content. The data sources of the research, in which the case study design and document analysis data collection technique, which are among the qualitative research designs, are used, constitute the relevant textbook. National and international reference books were used to evaluate the scientific conformity of the expressions and images in the texts in the relevant unit in the textbook, which was examined by descriptive analysis by three field experts in Biology and Science. According to the results of the research, it was determined that the scientific content of the texts and images in the “Cell Divisions” unit in the MoNE Secondary Science High School 10th Grade Biology textbook could not be created in full compliance with the required qualifications, and there were missing, incorrect expressions and representations. Since this situation will cause wrong learning and misconceptions in students, it is recommended to rearrange the relevant texts and visuals.

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“…Çocukların farklı yeteneklere, farklı kişilik özelliklerine ve farklı geçmiş yaşantılara sahip olması bazı çocukların kendilerindeki yaratıcılığı ortaya koymada ya da ifade etmede sıkıntılar yaşamasına yol açabilmektedir.Bu kapsamda, çocukların estetik gelişimlerinde öneme sahip olan eğitim ortamlarının ilgi çekici ve uyarıcı nitelikte olması gerektiği vurgulanmaktadır. Çocukların çevreleri estetik nesnelerle donatılmalı, doğal nesneler, kartpostallar, koleksiyonlar, sanat kitapları, heykeller sanatsal bebekler, tablolar, resimli çocuk kitapları gibi yaratıcılığı teşvik eden eğitici materyaller ya da sanatsal nitelikte malzemeler sınıf ortamında yer almalıdır(Acer ve Ömeroğlu, 2008;İlhan, 2005). Jalongo (1999) sanat malzemeleri seçerken yiyecek (makarna, mercimek vb.)…”

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“Sanatsal Açıdan Donanımlı” Okul Öncesi Eğitim Sınıfında Bir Pilot Uygulama Örneği

Karabay

Seyhan

2018

Ege Eğitim Dergisi

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ÖzBu çalışmada okul öncesi öğretmen adaylarının, Okul Öncesi Dönem Çocukları için Görsel Sanat Eğitimi ve Estetik dersine ve bu ders kapsamında geliştirmiş oldukları materyalleri kullanarak bir okul öncesi eğitim sınıfında yaptıkları uygulamaya ilişkin görüşlerinin saptanması amaçlanmıştır. Çalışma Ege Üniversitesi Eğitim Fakültesi Temel Eğitim Bölümü Okul Öncesi Öğretmenliği lisans programının 4. sınıfına devam eden ve söz konusu seçmeli dersi alan 11 öğretmen adayı ile gerçekleştirilmiştir. Betimsel bir araştırma olarak yürütülmüş olan bu çalışmada veriler, araştırmacılar tarafından geliştirilmiş olan dersi ve dersle ilişkin uygulamayı değerlendirmelerine yönelik açık uçlu soruların yer aldığı bir form ile elde edilmiştir. Çalışmanın amacı doğrultusunda elde edilen veriler betimsel analiz yöntemi kullanılarak incelenmiştir. Araştırmanın bulguları öğretmen adaylarının uygulamaya yönelik tanımlamaları, uygulamaya yönelik olumlu ve olumsuz algıları ve uygulamaya yönelik önerileri olarak adlandırılan üç tema altında kategorize edilmiştir. Öğretmen adaylarının söz konusu seçmeli dersi ve ders kapsamında yürütülen uygulamayı işlevsel buldukları, bir takım olumlu ve olumsuz noktalar belirttikleri ve uygulamaya yönelik önerilerde bulundukları tespit edilmiştir. Sonuç olarak, okul öncesi öğretmen adayları için söz konusu dersin işlevini yerine getirdiği düşünülmektedir. Anahtar Sözcükler: Okul Öncesi Öğretmen Adayı • Sanat Eğitimi • Tasarım AbstractIn this study, it is aimed to investigate preschool teacher candidates' views about application in which they performed in a preschool education classroom with art materials. They used the materials developed in Visual Art Education and Aesthetic for Preschool Children, an elective course. This study included 11 preschool teacher candidates enrolled in an elective course at the Ege University, Faculty of Education, Department of Primary Education, Preschool Education undergraduate program. The data were gathered through an evaluation form developed by the researchers.The form contained open-ended questions for teacher candidates' evaluation of the application, which they performed as a course requirement. Descriptive analysis was used for data analysis. Three main themes emerged; teacher candidates' definition of the application, their positive and negative perceptions about the application, and their suggestions for the application. Results revealed that preschool teacher candidates perceived the application as functional, indicated positive and negative thoughts, and made suggestions about the application. In conclusion, this elective course was perceived as functional by the preschool teacher candidates.

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Educating Turkish Primary School Teachers in Visual Arts: the Past and the Future

Cited by 3 publications

References 1 publication

Human‐Centred Design Projects and Co‐Design in/outside the Turkish Classroom: Responses and Challenges

Human‐Centred Design Projects and Co‐Design in/outside the Turkish Classroom: Responses and Challenges

Examination of the Texts Examination of the Texts and Visuals in the “Cell Divisions” Unit in the 10th Grade Science High School Biology Text-Book in Terms of Scientific Content

“Sanatsal Açıdan Donanımlı” Okul Öncesi Eğitim Sınıfında Bir Pilot Uygulama Örneği

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