LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS

The purpose of this study is to reveal the learning approaches and models adopted in the high school chemistry curricula in several nations. The study was based on document analysis, a qualitative study method. To conclude, it was discovered that the high school chemistry curricula in Turkey, Hessic...

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Autor principal:	Abdullah AYDIN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	chemistry teaching several nations chemistry curriculum for high schools constructivism analogy. Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/a1bc87dc24324188abf23f20348cc4cf
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spelling	oai:doaj.org-article:a1bc87dc24324188abf23f20348cc4cf2021-11-24T09:21:07ZLEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS2148-416310.9761/jasss_467https://doaj.org/article/a1bc87dc24324188abf23f20348cc4cf2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1920842191_ayd%C4%B1nabdullah_T.pdf&key=26420https://doaj.org/toc/2148-4163The purpose of this study is to reveal the learning approaches and models adopted in the high school chemistry curricula in several nations. The study was based on document analysis, a qualitative study method. To conclude, it was discovered that the high school chemistry curricula in Turkey, Hessiches (Germany), Québec and Saskatchewan (Canada), France, Bénin, Spain and Greece are based on “constructivism”. Even so, the curricula in Hessiches (Germany) and Spain are also based on “life-based learning”, a branch of constructivism. The findings suggest that the curriculum in France is based on “radical constructivism”, a model of constructivism. Furthermore, it was discovered that the curriculum in Bénin is based on “cognitive constructivism” and “social constructivism” whereas the ones in Québec and Saskatchewan (Canada) are based on “life-based learning”. It was also found that the idea of “constructivism” had been put into practice in the curriculum in France. Similarly, the idea of adapting “Salter’s courses”, which are known as the earliest examples of life-based learning,” had been put into action in the curriculum in Spain. Another finding is that all the nations and states included in the study attach importance to training students in a way that will enable them to turn into “thinking” inAbdullah AYDINFırat Universityarticlechemistry teachingseveral nationschemistry curriculum for high schoolsconstructivismanalogy.Social SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 5, Iss 15, Pp 143-169 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	chemistry teaching several nations chemistry curriculum for high schools constructivism analogy. Social Sciences H Social sciences (General) H1-99
spellingShingle	chemistry teaching several nations chemistry curriculum for high schools constructivism analogy. Social Sciences H Social sciences (General) H1-99 Abdullah AYDIN LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
description	The purpose of this study is to reveal the learning approaches and models adopted in the high school chemistry curricula in several nations. The study was based on document analysis, a qualitative study method. To conclude, it was discovered that the high school chemistry curricula in Turkey, Hessiches (Germany), Québec and Saskatchewan (Canada), France, Bénin, Spain and Greece are based on “constructivism”. Even so, the curricula in Hessiches (Germany) and Spain are also based on “life-based learning”, a branch of constructivism. The findings suggest that the curriculum in France is based on “radical constructivism”, a model of constructivism. Furthermore, it was discovered that the curriculum in Bénin is based on “cognitive constructivism” and “social constructivism” whereas the ones in Québec and Saskatchewan (Canada) are based on “life-based learning”. It was also found that the idea of “constructivism” had been put into practice in the curriculum in France. Similarly, the idea of adapting “Salter’s courses”, which are known as the earliest examples of life-based learning,” had been put into action in the curriculum in Spain. Another finding is that all the nations and states included in the study attach importance to training students in a way that will enable them to turn into “thinking” in
format	article
author	Abdullah AYDIN
author_facet	Abdullah AYDIN
author_sort	Abdullah AYDIN
title	LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
title_short	LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
title_full	LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
title_fullStr	LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
title_full_unstemmed	LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS
title_sort	learning approaches and models adopted in the high school chemstry curricula in several nations
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/a1bc87dc24324188abf23f20348cc4cf
work_keys_str_mv	AT abdullahaydin learningapproachesandmodelsadoptedinthehighschoolchemstrycurriculainseveralnations
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LEARNING APPROACHES AND MODELS ADOPTED IN THE HIGH SCHOOL CHEMSTRY CURRICULA IN SEVERAL NATIONS

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