CHAOTIC LEARNING AND CHAOTIC CURRICULUM

This study is based on an assumption that learning has a chaotic nature. Because of the fact that curriculum should be compatible with students learning process, this study is focused on how a chaotic curriculum should be. At the beginning of the study, types of curriculum (core, sandwich and spiral...

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Autor principal:	M. Şahin BÜLBÜL
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	chaos theory and curriculum development Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/fd56e09cd5124951bab029ae966747a8
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spelling	oai:doaj.org-article:fd56e09cd5124951bab029ae966747a82021-11-24T09:21:03ZCHAOTIC LEARNING AND CHAOTIC CURRICULUM2148-416310.9761/JASSS821https://doaj.org/article/fd56e09cd5124951bab029ae966747a82019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=1954677714_43B%C3%BClb%C3%BClM.%C5%9Eahin-805-815.pdf&key=26654https://doaj.org/toc/2148-4163This study is based on an assumption that learning has a chaotic nature. Because of the fact that curriculum should be compatible with students learning process, this study is focused on how a chaotic curriculum should be. At the beginning of the study, types of curriculum (core, sandwich and spiral) and their weakness were discussed to highlight the importance of chaotic curriculum. All current curricula are deterministic, predictable about the next content; however, chaotic curriculum is non-linear and the next content disappears according to the current needs. This theoretical study is also completed through a review process about all the major issues of learning and teaching system like universal design, education of values, inclusive learning environments, etc. Chaotic curriculum has two main parts; self-learning and social interaction. According to the chaotic curriculum approach, educational system should be designed with context based self-learning materials from different levels and let all learners interact accordingly their interest and experiences through a project. These interaction environments are called as class and classes with this modern meaning are not included same aged students; in a natural way students of classes should be in same interest and appropriate level about the project. There should be some principles given in this study and Minister of Education should inspect and organize these educational activities in terms of these principles. Therefore, after an earthquake all citizens will not inquiry on irrelevant and meaningless for that context like Newton’s Forces or thermodynamics. Chaotic curriculum is targeted to transform content of current educational system from static structure to dynamic and flexible form.M. Şahin BÜLBÜLFırat Universityarticlechaos theory and curriculum developmentSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 19, Pp 805-815 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	chaos theory and curriculum development Social Sciences H Social sciences (General) H1-99
spellingShingle	chaos theory and curriculum development Social Sciences H Social sciences (General) H1-99 M. Şahin BÜLBÜL CHAOTIC LEARNING AND CHAOTIC CURRICULUM
description	This study is based on an assumption that learning has a chaotic nature. Because of the fact that curriculum should be compatible with students learning process, this study is focused on how a chaotic curriculum should be. At the beginning of the study, types of curriculum (core, sandwich and spiral) and their weakness were discussed to highlight the importance of chaotic curriculum. All current curricula are deterministic, predictable about the next content; however, chaotic curriculum is non-linear and the next content disappears according to the current needs. This theoretical study is also completed through a review process about all the major issues of learning and teaching system like universal design, education of values, inclusive learning environments, etc. Chaotic curriculum has two main parts; self-learning and social interaction. According to the chaotic curriculum approach, educational system should be designed with context based self-learning materials from different levels and let all learners interact accordingly their interest and experiences through a project. These interaction environments are called as class and classes with this modern meaning are not included same aged students; in a natural way students of classes should be in same interest and appropriate level about the project. There should be some principles given in this study and Minister of Education should inspect and organize these educational activities in terms of these principles. Therefore, after an earthquake all citizens will not inquiry on irrelevant and meaningless for that context like Newton’s Forces or thermodynamics. Chaotic curriculum is targeted to transform content of current educational system from static structure to dynamic and flexible form.
format	article
author	M. Şahin BÜLBÜL
author_facet	M. Şahin BÜLBÜL
author_sort	M. Şahin BÜLBÜL
title	CHAOTIC LEARNING AND CHAOTIC CURRICULUM
title_short	CHAOTIC LEARNING AND CHAOTIC CURRICULUM
title_full	CHAOTIC LEARNING AND CHAOTIC CURRICULUM
title_fullStr	CHAOTIC LEARNING AND CHAOTIC CURRICULUM
title_full_unstemmed	CHAOTIC LEARNING AND CHAOTIC CURRICULUM
title_sort	chaotic learning and chaotic curriculum
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/fd56e09cd5124951bab029ae966747a8
work_keys_str_mv	AT msahinbulbul chaoticlearningandchaoticcurriculum
_version_	1718415270653984768

CHAOTIC LEARNING AND CHAOTIC CURRICULUM

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