A Comparative Exploration of Turkish and Irish Curricula via TIMSS Cognitive Domains

Autor/in	Cil, Osman
Titel	A Comparative Exploration of Turkish and Irish Curricula via TIMSS Cognitive Domains
Quelle	In: Issues in Educational Research, 32 (2022) 2, S.434-452 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Comparative Education; Foreign Countries; Curriculum Evaluation; Achievement Tests; International Assessment; Mathematics Achievement; Mathematics Tests; Elementary Education; Cognitive Processes; Turkey; Ireland; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementarunterricht; Cognitive process; Kognitiver Prozess; Türkei; Irland
Abstract	This qualitative study aimed to explore Turkish and Irish mathematics curricula via TIMSS cognitive domains by way of a comparative investigation of first-grade to fourth-grade learning goals. For this purpose, 500 learning goals from both Turkish and Irish curricula were qualitatively analysed and classified by two experts. The findings of the study revealed that while Irish curricula have more learning goals in the first to fourth grades, the percentage distribution of these learning goals between learning strands were similar for both curricula. Moreover, the Turkish curricula devoted a greater percentage of learning goals to the cognitive domain than Irish curricula, while the Irish curricula had a greater percentage of learning goals in the applying and reasoning domains; although both curricula lacked sufficient learning goals in the applying and knowing cognitive domains where TIMSS' suggestion on the distribution of cognitive domain learning goals was considered. Thus, both Turkish and Irish curriculum developers should consider transferring some cognitive domain learning goals to the applying and reasoning domains. Devoting additional effort on the integration of numeracy into curriculum development processes by establishing connections between mathematical concepts and daily life situations could present an efficient means of increasing the effectiveness of Turkish curricula. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01