Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editor-in-Chief
Yunus Söylet

Editors
Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Emrah Özkul
Burak Önal
2018 Volume 8
 
 
Deomed Publishing
 
Çevrimiçi Erken Baskı / Online Preprint Issue
Original Empirical Research
Received: August 26, 2017; Accepted: February 9, 2018; Published online: August 10, 2018
doi:10.2399/yod.18.014; Copyright © 2018, Deomed
Evaluating core curricula implemented at undergraduate programs of universities*
Elif İlhan1(E-mail), Nurdan Kalaycı2
1School of Foreign Languages, Kırşehir Ahi Evran University, Kırşehir, Turkey; 2Department of Eucational Sciences, Gazi Institute of Education, Gazi University, Ankara, Turkey
*This work has been produced from a part of the doctoral dissertation entitled "Evaluating Core Curricula Implemented at Undergraduate Programs of Universities".
Abstract
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.
Keywords: Core curriculum, curriculum, curriculum development in higher education, curriculum evaluation in higher education
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Yükseköğretim Dergisi / Journal of Higher Education

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2018, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.