Fen Bilimleri Öğretmen Adaylarının Basamaklı Öğretim Programı Uygulamasına İlişkin Görüşleri

Abstract

Each student in school space is unique and the students own different structures as for all the peculiarities. That's why, the learning processes should be arranged in order to overcome the different learning styles by pointing out the individuality. In 1990s, the layered education curriculum developed by Nunley pays attention to the individual differences basically, in this curriculum; there is the view to make education individualized. In the layered education curriculum, the individual defines learning achievements herself/himself; learns to arrange learning process and evaluation; hence, she/he will be responsible for his/her own learning. One of the significant qualities of the layered education curriculum is the evaluation process of learners where they find the chance to make an evaluation, see their deficiencies and determine their own learning rate. This study aims to determine the views of the science teacher candidates related to the layered education curriculum. The study consists of 2 nd grade teacher candidates that take the course Saving the Natural Life in undergraduate of Science in Faculty of Education, Kafkas University in 2015-16 Academic Year Spring Term quantitatively. The data of the research is gathered for semi-structured interview technique, as a result of the research 16 of 21 candidates participated in the interview and the data gathered is analyzed with descriptive analysis technique. It is conferred that the course according to the layered education curriculum encourages do researching, revealing their imagination, authentic views, and various points and developing hand-craft; the teacher candidates choose the missions as easy, some candidates enjoy watching documentary, the others enjoy arranging documentary, they have difficulty in arranging a mind map and writing compositions.

Students’ and Teacher’s Views on the Effectiveness of Multiple Intelligences-Assisted Layered Curriculum in the Social Studies Course

“…In the study of Yılmaz (2010), it was observed that the fact that the layered curriculum contributed to the active participation of the students was emphasized. In the study conducted by Önel and Derya Daşcı (2018), prospective teachers stated that the course became more enjoyable with the applications related to the layered curriculum. In Yıldız's study (2018), it was emphasized that layered curriculum enabled students to participate in the course more actively.…”