文章基本信息

标题：Evaluation of Turkish and mathematics curricula according to value-based evaluation model
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作者：Serap Nur Duman
期刊名称：Cogent Education
电子版ISSN：2331-186X
出版年度：2017
卷号：4
期号：1
页码：1291174
DOI：10.1080/2331186X.2017.1291174
语种：English
出版社：Taylor and Francis Ltd
摘要：Abstract This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional values, democratic values, work–business values, scientific values, and basic values. Teacher values, on the other hand, were identified using the Schwartz Values Scale. As a result of the analysis, regarding gender, there were significant differences in helpfulness, consistency, reliability, working hard, investigation, and esthetic value dimensions in favor of the female students. The helpfulness value is the most important one for both Turkish and mathematics teachers.
关键词：value ; value-based program evaluation ; Turkish curriculum ; mathematics curriculum