The Evaluation of Primary School Third Grade Science Curriculum As Based on Context-input-process-product (CIPP) Model
Milli Egitim, vol.50, no.229, pp.523-544, 2021 (Scopus, TRDizin)
- Publication Type: Article / Article
- Volume: 50 Issue: 229
- Publication Date: 2021
- Journal Name: Milli Egitim
- Journal Indexes: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
- Page Numbers: pp.523-544
- Keywords: CIPP Model, Science Curriculum, Teachers’ Opinions
- Usak University Affiliated: Yes
Abstract
Teachers who are practitioners of teaching activities play an essential role in the development and evaluation of instructional programs. Teachers can make evaluations based on their observations and problems related to the effectiveness of the curriculum. These evaluations contribute to updating by reviewing the benefits and limitations of the programs to raise students more qualified. Therefore, in this research, it is aimed to determine and evaluate the teachers’ views regarding the evaluation of the third-grade science course curriculum. Two hundred primary school teachers participated in the study. The research data was obtained through a survey containing likert type items to determine the teachers’ views on the program, based on the context-input-process-product (CIPP) model. In the analysis of the data obtained from the survey, frequency and percentage values were calculated for each survey item. As a result of the data analysis, it was determined that the teachers generally made positive evaluations regarding the third-grade science course curriculum. However, as regards the limitations of the curriculum, teachers have stated that there are not enough laboratories for successful implementation of the program in schools and that this may adversely affect students’ science achievement.