Fi̇nk’i̇n Anlamli Öğrenme Yaklaşimi Ve Hayat Bi̇lgi̇si̇ Öğreti̇m Programi Kazanimlarinin Fi̇nk Taksonomi̇si̇ne Göre Siniflandirilmasi

Abstract

The purpose of this study is to examine the distribution of the life studies lesson curriculum acquisitions according to the Fink taxonomy. A qualitative research approach has been adopted in the research. The research method is document analysis, and the data were collected by document analysis technique in accordance with the method. Fink taxonomy was used to analyze the data. This taxonomy consists of fundamental knowledge, application, integration, human dimension, caring, and learning how to learn areas. There is no hierarchical relationship between learning areas in this taxonomy. 148 acquisitions in life studies 1st, 2nd, and 3rd grade curricula were classified according to the Fink taxonomy. Expert opinion was sought for the reliability of the study. According to the findings, in first-grade life studies curriculum, the highest number of acquisitions are related to application, and the fewest number of acquisitions are related to learning how to learn. In second-grade curriculum, the highest number of acquisitions are related to caring, and the fewest number of acquisitions are related to human dimension. In thirdgrade curriculum, the highest number of acquisitions are related to integration, and the fewest number of acquisitions are related to human dimension. In the life studies curriculum in general, the highest number of acquisitions are related to application, and the fewest number of acquisitions are related to human dimension.