Evaluatıon of BILSEM primary classroom teaching framework curriculum in the context of creative thinking skills

Author:

SAĞLAM Abdulkadir1,ERBASAN Ömer1,ÇİFTÇİ Serkan1

Affiliation:

1. Milli Eğitim Bakanlığı

Abstract

The aim of the study is to evaluate the achievements of the "Support Education Area Supplementary Course Material Book" prepared by the Ministry of National Education General Directorate of Special Education and Guidance Services and published to be applied primarily by classroom teachers in BILSEM Support Education groups in the context of creative thinking. In accordance with this purpose, the extent to which the creative thinking skills in the book are included and the distribution of these skills within the modules in the book are examined. In the research, the document review model has been used. In the analysis of the data, the content analysis method has been preferred. The book examined consists of 2 sections: Support-1 and Support-2. As a result of the research, it has been determined that 21 of the 90 achievements found in the Support-1 section (23.3%) and 23 of the 100 achievements found in the Support-2 section (23%) were related to creative thinking skills. It has been seen that the achievements in the book focused on supporting the characteristics of gifted students such as problem solving, high-level creative thinking and putting forward their creative ideas by designing original products, but they were insufficient in number. In addition, it has been seen that the achievements related to creative thinking were included in both the Support-1 section and the Support-2 section of the book in the “Thinking Skills Module”. In the "Technology, Design, Innovation and Entrepreneurship Module", very few achievements in both the Support-1 section and the Support-2 section could be associated with creative thinking skills. As a result of the research, it can be suggested that the achievements in the context of creative thinking skills should be given more space in the programs and books prepared for the gifted and that the number of achievements in the context of creative thinking should be increased in the modules and activities should be planned in line with these achievements.

Publisher

RumeliDE Dil ve Edebiyat Arastirmalari Dergisi

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