Browsing by Subject "Curriculum"
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Item Open Access A content analysis on open-mindedness of the IB Language A Guide and the Turkish Language and Literature curriculum and associated grade 11 textbook(Bilkent University, 2023-02) Sürün, ŞerifeIn education, open-mindedness is a fundamental understanding of enabling students to think critically and rationally. The contribution of open-mindedness, especially as a result of the modern education approach, to the development of the cognitive behaviors of the students for innovative ideas is significant. Especially since the 1980s, the importance of applying the principle of open-mindedness in education has been a subject of intense debate in the literature. In the current study, the researcher, who is a Turkish Language and Literature instructor, was interested in supporting the development of her students’ open-mindedness. She conducted a content analysis to examine how open-mindedness is represented in the IB Language A: Language and Literature Guide, the Turkish Language and Literature Curriculum in line with the open-minded approach. The content analysis was based on a conceptual framework that examined five components of open-mindedness: culture, social, political, economic, and environmental. None of the materials fully covered all the components and she will need to identify additional resources and strategies to help students develop their open-mindedness.Item Open Access Designing an international curriculum guideline for game audio: problems and solutions(Rochester Institute of Technology, 2011) Onen, U.; Stevens, R.; Collins, K.In this paper, we present an overview of some of the issues and questions encountered in developing an international game audio curriculum, and outline some of our solutions. In doing so, we discuss the interdisciplinary needs of video game instruction, the industry’s desire for key soft skills in addition to technical skills (based on our informal and formal querying), and the constraints faced in terms of institutional and international differences in curricular structure. While our curriculum is specifically concerned with game audio, our solutions and approach can be adapted across other disciplines facing similar difficulties.Item Open Access Educational reform in Turkey(Elsevier, 2007-03) Aksit, N.There are a number of reform initiatives underway in Turkey but some of these, which are concerned with curricular and structural changes, have encountered serious difficulties. This paper begins with a brief summary of school effectiveness and school improvement research guiding many educational reforms. It then gives some information about school demographics in Turkey, and the country’s performance in some international benchmarking studies. It continues with the shifts introduced as a result of recent curricular reorganisation in Turkey and, subsequently, with various issues related to their implications. Finally, the efforts to legislate some structural changes and the major controversies arising are presented.Item Open Access Perspectives of undergraduate students towards IBDP and MoNE high school education(Bilkent University, 2015) Teke, SametThe study examined the perspectives of undergraduate students who had graduated from high school with both an International Baccalaureate Diploma Program (IBDP) and a Ministry of National Education Program (MoNEP), and those who graduated with MoNEP alone. The researcher conducted a 5-point Likert scale survey of 21 questions with 75 undergraduate students studying at a private university in Ankara. In addition, five undergraduate students were interviewed using a semi-structured interview. The survey results were analyzed with regard to five factors: university preparedness, benefits of the curriculum, overall satisfaction, stress and detriments of the curriculum. To differentiate between IBDP and MoNEP t-tests were conducted. ANOVA was used to differentiate between subject areas. Interview results were summarized for deeper insight of the factors. IBDP graduates had more positive results than MoNEP graduates in preparedness, benefits and satisfaction factors, whereas MoNEP graduates had more positive results in stress and detriment factors.Item Open Access A structured analysis of CAAD education(Open House International Association, 2007-06) Pektaş, Ş. T.After more than four decades of its beginnings, Computer Aided Architectural Design (CAAD) has already reached a level of maturity in both the education and the profession. There is an ever-growing amount of literature on the subject; however, relatively few studies have taken a systematic approach to analyze CAAD education. Moreover, design institutions often view CAAD merely as a technical issue ignoring socio-cultural and theoretical aspects. In order to alleviate these problems, this paper presents a structured analysis of CAAD education based on Prof. Necdet Teymur's theory of architectural education. Prof. Teymur claims that the components of architectural education should be studied in terms of objectives (why), contents (what), methodology (how) and management (who) along with four different knowledge and disciplinary levels (viewpoints); namely, sociological, ideological, epistemological, and pedagogical. In this paper, current issues of CAAD education are addressed within this framework and several proposals are presented.Item Open Access Teaching science, technology, and society to engineering students: a sixteen year journey(Springer, 2013) Özaktaş, Haldun M.The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching style based on a multi-dimensional model is given. Results of outcome measurements performed for ABET assessment are provided. Challenges and solutions related to teaching a large class are discussed.