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dc.contributor.advisorAteşkan, Armağan
dc.contributor.authorYılmaz, Burçin Arslan
dc.date.accessioned2021-08-18T11:23:12Z
dc.date.available2021-08-18T11:23:12Z
dc.date.copyright2021-08
dc.date.issued2021-08
dc.date.submitted2021-08-16
dc.identifier.urihttp://hdl.handle.net/11693/76457
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (Master's): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2021.en_US
dc.descriptionIncludes bibliographical references (leaves 164-174).en_US
dc.description.abstractThis study investigates the integration of food fermentation practical work into national and international curricula and teachers’ perceptions of its implementation in classes. Content analysis was used to determine the incorporation of food fermentation practical work into IBDP, IGCSE, MoNE biology and MoNE science curricula to develop a framework. Furthermore, a food fermentation workshop is organized for teachers and their curriculum integration study in the workshop used for triangulation. After the workshop, semi-structured interviews were used to gather data about teachers’ perceptions on the application of practical work of food fermentation in classes. Food fermentation practical work was found to be applicable in 75% of the MoNE biology curriculum units, and in 67% and 62% of the IBDP and IGCSE biology curricula, and 36% of the MoNE science curriculum. The findings suggest that all teachers’ views about the use of food fermentation practical work in classes were positive in terms of contribution of practical work on learning, making abstract topic more permanent, improving students’ recall level and eliminating misconceptions of the topic, and improving students’ manipulative, creativity, communication, responsibility skills. It is found that teachers who have resources such as laboratories, allowed time in curriculum for practical work, the support of school administrations, availability of ready-made materials and in-service trainings on practical work, are more willing to implement food fermentation practical work in their classes. Moreover, practical studies of food fermentation were found appropriate for extracurricular activities and interdisciplinary projects by the teachers.en_US
dc.description.statementofresponsibilityby Burçin Arslan Yılmazen_US
dc.format.extentxx, 191 leaves ; 30 cm.en_US
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFood fermentation practical worken_US
dc.subjectScience educationen_US
dc.subjectBiology educationen_US
dc.subjectNational curriculumen_US
dc.subjectInternational curriculumen_US
dc.subjectTeacher perceptionsen_US
dc.titleApplication of food fermentation practical work in classesen_US
dc.title.alternativeGıda fermentasyonu deneylerinin sınıflarda uygulanmasıen_US
dc.typeThesisen_US
dc.departmentM.A. in Curriculum and Instructionen_US
dc.publisherBilkent Universityen_US
dc.description.degreeM.S.en_US
dc.identifier.itemidB129269


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