Öz
The aim of this study is to examine the specific objectives and learning outcomes of the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum in an interdisciplinary context. Accordingly, the research was conducted using the document analysis method within the framework of the qualitative research approach. The data obtained during the document analysis process were analyzed using the content analysis technique, and outcomes showing similar characteristics were interpreted by classifying them under certain themes. Based on the findings obtained, it was observed that six (37.5%) of the 16 specific objectives included in the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum were designed in accordance with the interdisciplinary approach. It was understood that the weight of learning outcomes considered to be designed in accordance with the interdisciplinary approach was limited to 47.1% across the program, and these outcomes were found most intensively in the preparatory class (75%) and weakest in the 10th grade (22.7%). When the curriculum was examined in a thematic context, it was seen that learning outcomes regarding the interdisciplinary approach were most intense in the theme of "the universe of art and technology" (79.4%) and at the most limited level in the theme of "art in the footsteps of time" (17.5%). Consequently, it was concluded that the suitability of the Türkiye Century Education Model Secondary Education Visual Arts Course Curriculum for interdisciplinarity is at a limited level.
Anahtar Kelimeler: Türkiye Century Education Model, Visual Arts Education, Interdisciplinarity
Öz
Mathematical literacy encompasses students' abilities to formulate mathematical problems encountered in real-life contexts, use mathematics in the problem-solving process, and interpret the results obtained. Furthermore, it is considered a multifaceted skill area involving higher-order cognitive processes that support an individual's ability to apply mathematics in various situations. The aim of this study is to examine the effect of inquiry-based mathematics teaching on the development of mathematics literacy performance in gifted Year 7 students. The research was derived from a doctoral thesis conducted by the first author under the supervision of the second author. The research was conducted using a teaching experiment design within the scope of qualitative methods. The study group consisted of eight gifted students selected through criterion sampling. The teaching process was structured based on the guided inquiry approach and used PISA-style open-ended problems that supported active student participation. Data were collected through pre-, mid-, and post-clinical interviews and audio recordings. The clinical interviews were analysed using content analysis, while the teaching experiment session data were analysed using descriptive analysis. The findings revealed that inquiry-based teaching improved students' mathematical literacy performance and led to significant developments in their ability to understand problems and relate data and concepts within the formulation process.
Anahtar Kelimeler: Mathematical Literacy, PISA, Inquiry-Based Teaching, Gifted Student
Öz
This study aims to reveal the transformation of the Technology and Design curriculum in Türkiye by comparatively examining the curricula implemented in 2006, 2017, and 2018. The research is grounded in quantitative and qualitative data obtained from teachers’ and inspectors’ views on the 2006 curriculum and investigates the extent to which these views were reflected in subsequent revisions through document analysis. The curricula were compared in terms of aims, learning outcomes, vertical continuity, pedagogical orientations, and assessment approaches. The findings indicate that some criticisms were addressed in the 2017 and 2018 curricula through a reduction in learning outcomes, simplification of language, and increased flexibility. However, weak continuity across grade levels, limited instructional guidance, and persistent problems related to assessment practices and infrastructure were identified. In addition, the conception of technology has shifted from a production-oriented structure toward a framework-based approach, while digital competencies continue to be addressed at an instrumental level. Overall, the study concludes that curriculum effectiveness should be evaluated not only through textual revisions but also by considering.
Anahtar Kelimeler: Comparative Curriculum Review, Curriculum Evaluation, Curricular Transformation, Technology and Design Curriculum
Öz
This period we are in, referred to as the “Age of Globalization”, has made it necessary to redefine concepts in every field. The changes brought about by globalization in economic, political, and cultural dimensions have paved the way for various reactions at the societal level; this situation, in turn, has led to established values and structures being reconsidered from new perspectives. The meanings that almost all concepts including patriotism carried a century ago differ from the meanings they carry today. This can be explained by the transformation of the human profile, as well as changes in concerns, sensitivities, and expectations. The increase in the number of people becoming apolitical with globalization has also directly affected the concept of patriotism. The understanding of being a global citizen, which mentally distances individuals from their own society, has weakened their ability to act in synchronization with it. The desire to reintegrate individuals whose ties to social life have weakened and who have become indifferent to social issues, and to raise individuals with high awareness who can interpret global conditions from the perspective of national interests, can be considered a contemporary interpretation of patriotism. This study, which aims to reveal the effects of globalization on the concept of patriotism, examines the relationship between these two concepts. Data were obtained through document analysis, one of the qualitative research methods, and these data were interpreted through content analysis.
Anahtar Kelimeler: Globalization, Homeland, Patriotism, Culture
Öz
In recent years, the increasing role of digital Technologies in foreign language learning and teaching has led to a more widespread use of digital applications in education. In this context, the Duolingo application, with its user-friendly interface, gamified activities, wide range of languages, and coverage of fundamental language skills such as reading, writing, listening and speaking, has become a focal point of interest for both individual users and researchers. The primary aim of this studuy is to examine articles on the Duolingo application published between 2020 and 2025 through content analysis, in order to identify gaps and recurring themes in the literature. The research was conducted using a qualitative design, employing content analysis as the data collection and analysis method. National and international academic articles were systematically evaluated and analyzed based on categories such as publication year, country, research methodology, themes, participant groups, and target languages. A total of 81 articles were included and analyzed within the scope of this study. Findings indicate that studies on the Duolingo application display geographical diversity and are shaped by contributions from researchers across various countries. In terms of research methodologies, the studies approach the subject from multiple perspectives. Thematically, mobile-assisted language learning (MALL), vocabulary acquisition, gamification, and fundamental language skills are emphasized. This study provides a systemic overview of the academic status and development of the Duolingo application over time, offering a resource to guide future research in the field.
Anahtar Kelimeler: Duolingo, Foreign Language, Digital Technology, Content Analysis
English