EXAMINATION PLACE OF INTANGIBLE CULTURE HERITAGE IN LIFE SCIENCE EDUCATION COURSE PROGRAM AND TEXTBOOKS
The main objective of the study is to determine that given the to what extent of the intangible cultural heritage items contained in the 1th, 2th, 3th grade Life Sciences Course Education Programs, course – study books activity examples and images and attainments. Document analysis based on qualitat...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/c48cbce7a2fb4ea5b4ea220cb191911f |
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| Sumario: | The main objective of the study is to determine that given the to what extent of the intangible cultural heritage items contained in the 1th, 2th, 3th grade Life Sciences Course Education Programs, course – study books activity examples and images and attainments. Document analysis based on qualitative research method is used in the study. In this context, Life Sciences Course Education Programs and 1th, 2th, 3th grade course and study books activity examples and images are examined in terms of intangible cultural heritage elements such as oral traditions and expressions, performing arts, social practices, rituals and feasts, crafts tradition and applications related to nature and the universe. As a result of research, it is found out that 2th grade has the highest rate of acquirements, activities and attainments regarding intangible cultural heritage items. Learning areas where the most intense of the intangible cultural heritage items are sequenced ‘Yesterday, Today, Tomorrow’ , ‘School Excitement’ and ‘My Unique Home’. It is concluded national and religious days, kids games, weddings, henna special day, different countries nutrition, changes in the game and clothing styles, past and present crafts, craft products and the proverb about expression and activity which include the highest number of of attainments and activity examples and images. |
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