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The leakages in secondary level education brought forward the necessity to restructure the educational system so as to address the social and individual needs and meet the requirements of Turkey; therefore, a ＂reformation＂ study became an obligation. The formal education in Turkey starts at the age of 6, when the individual is shaped within the system. Determination of the characteristics of an ideal future citizen of a country should be apprehended at all levels of education and individuals should attain these appreciated characteristics. The reformed science education programs in Turkey aim to guide the individuals to be scientifically and technologically literate. Through enabling an individual, who is in a technological media, to attain the required knowledge, skills and attitudes, the individual should have the ＂science and technology literacy and creative thinking＂ skills. Individuals should recognize the technological environment they live in as well as the dimensions and facilities of technology, and should be aware of the fact that they could make use of these opportunities. In the light of this aim, this study involves the teaching of ＂separating mixtures＂ to 9th grade students in relation with science, technology, society and environment and the examination of its possible effects on students＇ achievement as well as their career choices. The Chemistry Achievement Test and the Career Choice Questionnaire were administered as pre- and post-test to serve as data collection tools. The study concluded that chemistry education in relation with science, technology, society and environment would lead students to choosing different fields for their future careers by changing their perspectives towards science. A significant increase in students＇ chemistry achievement levels was also observed. 相似文献
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This article argues that interior/architectural design education favours a dominance of final presentation over the design process in the studio environment, particularly in the evaluation of a project. It suggests that the appeal of design juries for pleasant drawings, which may shift the emphasis from the project itself to its representation, may be recognized as a discursive habit with limited contribution for educational concerns. The theoretical stance argues that the interest for graphical presentation has primarily remained within a formalist aesthetic agenda and has rarely been conceptualized beyond this convention. With this in mind a series of questions is developed in order to reform the relationship between graphical presentation and the design education process. 相似文献
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Inci Basa 《The Educational forum》2013,77(3):213-226
Project selection is an essential matter of design teaching. Based on observations of a specific curriculum, the author claims that a wide repertoire of subjects including offices, restaurants, hotels, and other public places are used to prepare design students, but that schools and other “learning environments/ schools” are similarly ignored. Considering this, the study unfolds reasons why interior design studios do not assign “learning environments” as design projects. Moreover, it analyzes a specific learning environment, in terms of its considerable scope and adequate complexity, as a design problem. 相似文献
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