Türkiye ve bazı Avrupa ülkelerindeki ortaokul görsel sanatlar ders programlarının karşılaştırmalı olarak değerlendirilmesi
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Date
2020
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Eğitim Bilimleri Enstitüsü
Abstract
The purpose of this research is to investigate Visual Arts course programs taught at secondary schools in Germany, England, France and Turkey in terms of aim, content, educational situation, assessment and evaluation processes, to identify differences and similarities and to create a detailed data source on this subject. In this research, cross-country comparative education research model was used. Comparison countries were selected on the basis of socio-economic development, political power, industrialization and population. In the research, where qualitative research method was used through document analysis, all variables were brought together within the framework of the research questions in the programs of the countries examined, and similarities and differences were tried to be determined. "Horizontal approach" was used to compare Visual Arts course programs of these countries. The secondary school Visual Arts course programs of the countries involved in the research have been translated into English with a translation program, especially German and French texts, and then from English to Turkish by the researcher and the experts of the relevant foreign languages. As a result of the research, it has been determined that the education programs of the countries subject to the research have similar features in terms of aim, content, educational situation, assessment and evaluation processes, but they also contain some differences. As a result, it was determined that the objectives related to Artistic Skill, Individual Expression, Art Criticism, Cultural Heritage and Diversity, the contents related to Artistic Formatting, Artistic Methods and Techniques, educational situations related to traditional methods used, and assessment tools such as process file evaluation were similar. On the other hand, it was determined that items such as Environmental Awareness, Aesthetics, Confidence and Respect differ in the aim; items such as Digital Technology and Display differ in the content; items such as Individual Experiences, Independent Learning Skills, Teamwork differ in educational situation; items such as creating scale for each grade level, using risk, using initiative in evaluation, differ in the assessment and evaluation approaches. According to the results obtained in the study, the recommendations of use of digital tools and group study, adding architectural history and digital issues, teamwork, and taking risk and initiative in the artistic process as a criterion for Visual Arts Courses program in Turkey have been developed.
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görsel sanatlar, karşılaştırmalı araştırma, orta öğretim, öğretim programı