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Journal articles on the topic 'Curriculum Studies'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Arantes, Mavilde, and Maria Amélia Ferreira. "Changing Times in Undergraduate Studies on Neuroanatomy." Revista Brasileira de Educação Médica 40, no. 3 (September 2016): 423–29. http://dx.doi.org/10.1590/1981-52712015v40n3e00712015.

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ABSTRACT Undergraduate medical curricula are currently undergoing a process of reform, with such changes including the field of neuroanatomy. In this context, the purpose of our study was to assess the status of undergraduate neuroanatomy studies in Portuguese medical schools to provide a basis for a more informed discussion on the curricular changes. With all seven Portuguese medical schools participating in the study, four of them were shown to incorporate a modern integrated curriculum and the other three a conventional discipline-based curriculum. Our study therefore shows that neuroanatomy is approached differently according to each institutional culture. The great variability in neuroanatomy studies across medical schools emphasizes the need for the creation of a national core curriculum on undergraduate neuroanatomy.

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Watson-Canning, Andrea. "Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction." Journal of Curriculum Studies Research 2, no. 1 (May 26, 2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.

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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.

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3

Sykes, Heather. "Queering Curriculum Studies." Journal of Curriculum and Pedagogy 8, no. 1 (January 2011): 29–31. http://dx.doi.org/10.1080/15505170.2011.572517.

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4

Tuck, Eve. "Rematriating Curriculum Studies." Journal of Curriculum and Pedagogy 8, no. 1 (January 2011): 34–37. http://dx.doi.org/10.1080/15505170.2011.572521.

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5

Viirpalu, Piret, Edgar Krull, and Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum." Journal of Teacher Education for Sustainability 16, no. 2 (December 1, 2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.

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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.

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Howard, Heather A., Nora Wood, and Ilana Stonebraker. "Mapping information literacy using the Business Research Competencies." Reference Services Review 46, no. 4 (November 12, 2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.

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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

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7

Au, Wayne. "The Long March toward Revitalization: Developing Standpoint in Curriculum Studies." Teachers College Record: The Voice of Scholarship in Education 114, no. 5 (May 2012): 1–30. http://dx.doi.org/10.1177/016146811211400508.

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Background/Context There historically exists significant epistemological and political tension within the field of curriculum studies. Further, although there is some application of standpoint theory in educational research generally, and little used within curriculum studies specifically, much of it is undertheorized at best and, in many cases, misapplied or misunderstood. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to offer a potential resolution to the epistemological and political tension within the field of curriculum studies through the development of a conception of curricular standpoint that recognizes the dialectical relationship between the subjectivity of experience and the materiality of social and economic relations. Another purpose of this article is both to illustrate curricular standpoint as both a methodological tool for analysis and to justify a politics of social justice in classroom practice. Research Design This study is designed as an analytic essay that addresses critical issues within curriculum studies, develops a conceptual framework to address those issues, and analyzes concrete examples that illustrate the conceptual framework. Conclusions/Recommendations This study concludes that the framework for curricular standpoint can serve as a viable methodological tool for curriculum studies to overcome its ongoing epistemological and political tensions, and as an epistemologically strong orientation for the curriculum taught by classroom teachers.

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8

Alaca, Eray. "Values in Social Studies Curriculum: Case of Turkey." Open Journal for Educational Research 6, no. 2 (November 7, 2022): 155–64. http://dx.doi.org/10.32591/coas.ojer.0602.04155a.

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The importance of values in the development of society and the establishment of relations among individuals has made the social studies course important in the transfer of values. Because the social studies course is intertwined with values by its nature whether it is given directly or not. In this framework, values were included in every learning area, unit and subject of the social studies course, which was included in the curriculum for the first time in 1968. However, the explicit inclusion of values under a title in social studies curriculum was in 2005 with the reorganization of the education system according to the constructivist approach. The curricula have been made more explanatory and systematic compared to previous curricula. It has continued in the same way to the present day. In this study, in which the curricula that have been implemented since 2005 are examined, the values are given in tables by using the document analysis method. Then, it was interpreted by subjecting it to descriptive analysis. Thus, it is purposed to reveal the change and transformation by determining the values added and removed in the social studies curriculum.

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9

Kaplan, Sandra N. "Awakening and Elaborating Differentiation in Social Studies Content and Instruction." Gifted Child Today 25, no. 3 (July 2002): 18–23. http://dx.doi.org/10.4219/gct-2002-73.

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There appears to be a natural alignment between the content and instruction of social studies and the concept of differentiating curricula and instruction for gifted students. Inherent in the social studies context is the opportunity to develop complex concepts and generalizations, critical thinking, and research methodology. Each of these curricular elements is regarded as essentials of a differentiated curriculum. Typical instructional methods of social studies, such as simulations, role playing, and independent study, are considered to be fundamental learning experiences for gifted students.

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10

Michael Connelly, F. "Joseph Schwab, curriculum, curriculum studies and educational reform." Journal of Curriculum Studies 45, no. 5 (October 2013): 622–39. http://dx.doi.org/10.1080/00220272.2013.798838.

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11

Leung, Wai Lun Anthony. "Curriculum Integration in Liberal Studies: Curriculum Leaders’ Insights." International Journal of Learning: Annual Review 17, no. 6 (2010): 11–32. http://dx.doi.org/10.18848/1447-9494/cgp/v17i06/47108.

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12

Deng, Zongyi. "Bringing Curriculum Studies andPadägogikTogether." Chinese Education & Society 44, no. 4 (July 2011): 9–24. http://dx.doi.org/10.2753/ced1061-1932440401.

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13

Cornbleth, Catherine. "Reconsidering Social Studies Curriculum." Theory & Research in Social Education 13, no. 2 (June 1985): 31–45. http://dx.doi.org/10.1080/00933104.1985.10505498.

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14

Pinar, William F. "Internationalism in Curriculum Studies." Pedagogies: An International Journal 1, no. 1 (January 2006): 35–42. http://dx.doi.org/10.1207/s15544818ped0101_6.

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15

White, Ronald V. "Curriculum studies and ELT." System 17, no. 1 (January 1989): 83–93. http://dx.doi.org/10.1016/0346-251x(89)90063-8.

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16

Tillman, Linda C. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (December 2008): 23–26. http://dx.doi.org/10.1080/15505170.2008.10411697.

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Tyson, Cynthia A. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (December 2008): 39–42. http://dx.doi.org/10.1080/15505170.2008.10411702.

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Schwartz, Robert A. "What is Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (December 2008): 57–59. http://dx.doi.org/10.1080/15505170.2008.10411708.

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19

Stokes, Evelyn. "HOLT SOCIAL STUDIES CURRICULUM." New Zealand Journal of Geography 52, no. 1 (May 15, 2008): 29. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00549.x.

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Stokes, Evelyn. "HOLT SOCIAL STUDIES CURRICULUM." New Zealand Journal of Geography 52, no. 1 (May 15, 2008): 29–30. http://dx.doi.org/10.1111/j.0028-8292.1972.tb00550.x.

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21

Norman, Heidi. "Mapping More Than Aboriginal Studies: Pedagogy, Professional Practice and Knowledge." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 42–51. http://dx.doi.org/10.1017/jie.2014.6.

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As undergraduate curriculum is increasingly required to meet a range of intellectual, professional practice and personal learning outcomes, what purpose does Australian Aboriginal Studies have in curriculum? Most Australian universities are currently in the process of developing institution-wide approaches to Indigenous Australian content in undergraduate curricula. One Australian university began this task by mapping how, where and why Indigenous perspectives, issues and content are included in undergraduate curriculum. This article reports on the findings of the mapping of Indigenous content and approaches to teaching at the University of Technology, Sydney (UTS) and thereby contributes to a strengths-based approach to understanding the purpose of Indigenous perspectives and issues in undergraduate curricula.

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22

Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, Sarah Lucha, Jacqueline Maya-Silva, Emily Stebbins, and Lisa Chamberlain. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (April 5, 2017): 266–85. http://dx.doi.org/10.1177/1077801217697206.

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We used a community-based participatory research approach to develop, implement, and evaluate one of the first health curricula for female intimate partner violence (IPV) survivors residing at a transitional housing program. The curriculum comprised 12 workshops that were developed based on the survivors’ experiences, needs, and interests. Evaluation participants included 20 of the 37 women who attended at least one workshop, 12 workshop facilitators, and two housing center staff. Participants found the curriculum to be engaging, interactive, and helpful in building a supportive community. Suggestions for curricular improvement as well as opportunities for further research and curricular development are discussed.

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23

Lo, Joe Tin-Yau, and Sum-Cho Po. "The Development of Interdisciplinary Liberal Studies Curriculum in Hong Kong: Perspectives and Problems." International Journal of Educational Reform 18, no. 3 (July 2009): 224–49. http://dx.doi.org/10.1177/105678790901800304.

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The introduction of liberal studies is a new curriculum reform initiative in Hong Kong starting in 2009. It is a kind of formal interdisciplinary curriculum built on decades of experiences garnered from the implementation of various integrated subjects with similar nature. Through the method of documentary analysis that brings all official policy papers, curriculum guides/documents, stakeholders’ feedback, and prior research into critical scrutiny, this article aims to analyze the phylogeny of formal interdisciplinary curriculum in Hong Kong from historical, sociological, ideological, and curricular perspectives, with a view to delineating the changes and continuities in the development of interdisciplinary curriculum and identifying the problems and possibilities for its implementation.

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24

Faruk Sonmez, Omer. "Allocation of space for “scientificity” value in social studies curriculum." International Journal of Academic Research 5 (October 15, 2013): 278–84. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.43.

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25

Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

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26

Ro, Jin-a. "Teacher and Curriculum: Expanding the Realm of Curriculum Studies." Journal of Curriculum Studies 38, no. 4 (December 31, 2020): 157–79. http://dx.doi.org/10.15708/kscs.38.4.7.

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Carson, Terrance R. "Internationalizing Curriculum: Globalization and the Worldliness of Curriculum Studies." Curriculum Inquiry 39, no. 1 (January 2009): 145–58. http://dx.doi.org/10.1111/j.1467-873x.2008.01442.x.

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AZZOPARDI, ANTHONY E. "Curriculum Power: Developing a Youth Studies Curriculum in Malta." Journal of Youth Studies 1, no. 3 (October 1998): 333–46. http://dx.doi.org/10.1080/13676261.1998.10593017.

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29

Lawson, Hal A. "Occupational Socialization, Cultural Studies, and the Physical Education Curriculum." Journal of Teaching in Physical Education 7, no. 4 (July 1988): 265–88. http://dx.doi.org/10.1123/jtpe.7.4.265.

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Occupational socialization, together with selected works in cultural studies, offers analysts of the physical education curriculum a unique scholarly perspective. Presentation of this perspective proceeds by means of 11 primary assumptions about curriculum work and workers. Such a perspective helps to explain the absence of other theoretical perspectives in physical education, as well as the prevalence of competing technical models which are dominant, emergent, and residual. This perspective also calls attention to the relationship among teachers, teacher educators, curricula, and social structure.

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Fauzi, Anis, and Hasbullah Hasbullah. "Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia." International Education Studies 9, no. 4 (March 30, 2016): 124. http://dx.doi.org/10.5539/ies.v9n4p124.

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<p class="apa">Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders’ curriculum.</p>

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Gamburd, Michele Ruth. "Violence Studies: An Introductory Curriculum." PoLAR: Political html_ent glyph="@amp;" ascii=""/ Legal Anthropology Review 22, no. 1 (May 1999): 128–41. http://dx.doi.org/10.1525/pol.1999.22.1.128.

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32

Lawton, Denis, and Philip H. Taylor. "Recent Developments in Curriculum Studies." British Journal of Educational Studies 36, no. 2 (July 1988): 182. http://dx.doi.org/10.2307/3121536.

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33

Cargill, Kima. "Food Studies in the Curriculum." Food, Culture & Society 8, no. 1 (March 2005): 115–23. http://dx.doi.org/10.2752/155280105778055371.

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34

Adhikary, Rebeca, Salini Bhattacharyya, and Sneha Saha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 2 (January 1, 2021): 2062–70. http://dx.doi.org/10.15864/ijelts.3210.

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In this survey paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Each of these curriculum processes is surveyed and issues and practices in each area are discussed. Needs analysis is discussed in relation to language program planning and evaluation and different needs analysis procedures are examined. Different approaches to the planning of program objectives in language teaching are illustrated and a distinction between behavioral, process, content and proficiency-based objectives is made. The status of methodology within curriculum development is discussed in terms of a distinction between content oriented methods and those concerned primarily with instructional processes. The role of a syllabus within each approach is illustrated.

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Rakshit, Sneha. "CURRICULUM DEVELOPMENT IN LANGUAGE STUDIES." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2474–79. http://dx.doi.org/10.15864/ijelts.3404.

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In this paper the field of language curriculum development is defined as encompassing the processes of needs analysis, goal setting, syllabus design, methodology and evaluation. Then the different factors affecting modern curriculum in today’s world is discussed in detail. Needs analysis is discussed in relation to an important facet for language program planning. Different approaches to the planning of program objectives in language teaching are also talked about. Some ideas to fit in modern language curriculum are also discussed.

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36

Carter, Nancy F. "Sources: Encyclopedia of Curriculum Studies." Reference & User Services Quarterly 51, no. 1 (September 1, 2011): 75. http://dx.doi.org/10.5860/rusq.51n1.75.2.

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37

Tamura, Eileen H., Kent Freeland, and Jack Zevin. "Managing the Social Studies Curriculum." History Teacher 27, no. 1 (November 1993): 86. http://dx.doi.org/10.2307/494337.

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Keller, Clair W., and P. Bruce Uhrmacher. "Social Studies Curriculum Resource Handbook." History Teacher 28, no. 4 (August 1995): 592. http://dx.doi.org/10.2307/494659.

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Thiessen, Dennis. "At the Curriculum Studies Table." Curriculum Inquiry 40, no. 4 (September 2010): 495–502. http://dx.doi.org/10.1111/j.1467-873x.2010.00496.x.

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Hlebowitsh, Peter. "Centripetal Thinking in Curriculum Studies." Curriculum Inquiry 40, no. 4 (September 2010): 503–13. http://dx.doi.org/10.1111/j.1467-873x.2010.00497.x.

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Bell, Jim, Stephen Brown, and Patrick Butler. "Internationalizing the Business Studies Curriculum." Journal of Teaching in International Business 2, no. 3-4 (June 18, 1991): 1–13. http://dx.doi.org/10.1300/j066v02n03_01.

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Harris, Phil. "Curriculum development in legal studies*." Law Teacher 20, no. 2 (January 1986): 110–23. http://dx.doi.org/10.1080/03069400.1986.9992664.

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Hegarty, J. A. "Curriculum development in hospitality studies." International Journal of Hospitality Management 4, no. 3 (January 1985): 127–28. http://dx.doi.org/10.1016/0278-4319(85)90007-6.

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Barcan, Alan. "The Curriculum as Social Studies." Australian Quarterly 60, no. 4 (1988): 448. http://dx.doi.org/10.2307/20635505.

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Sandlin, Jennifer A. "What Is(n't) Curriculum Studies?" Journal of Curriculum and Pedagogy 5, no. 2 (December 2008): 65–68. http://dx.doi.org/10.1080/15505170.2008.10411711.

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Bloomfield, E. R., and B. C. Beetham. "A New Social Studies Curriculum." New Zealand Journal of Geography 47, no. 1 (May 15, 2008): 23–24. http://dx.doi.org/10.1111/j.0028-8292.1969.tb00044.x.

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Marker, Perry M. "Vietnam's Emerging Social Studies Curriculum." Social Studies 86, no. 1 (February 1995): 21–24. http://dx.doi.org/10.1080/00377996.1995.9956325.

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Tallone, Alicia. "Dilemas del curriculum y la pedagogía. Analizando la reforma curricular desde una perspectiva crítica [Dilemmas of the curriculum and teaching. Critical analysis of curriculum reform]." Journal of Moral Education 38, no. 4 (November 13, 2009): 564–67. http://dx.doi.org/10.1080/03057240903322095.

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49

Peralta, Deise Aparecida, José Augusto Pacheco, and Wagner Barbosa de Lima Palanch. "Mathematics Teachers and Curriculum: Authors or Actors?" Acta Scientiae 23, no. 8 (September 29, 2021): 68–101. http://dx.doi.org/10.17648/acta.scientiae.6416.

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Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or actors of curricula reforms. Design: Reconstructive analysis of rationality according to the Habermasian discursive ethics. Settings and participants: The context of a comparative study that surveys documents and interviews with two managers of a curricular reform project in Portugal and Brazil, respectively. Data collection and analysis: Analysis of the rationality that underlies the discourse present in curriculum documents of the countries involved and interviews. Results: Centralising elements of national curriculum policies do not mean by themselves the homogenisation of curricula, the rationality that underlies how projects predict the participation of teachers express an illusory discursive varnish about “teachers actively participating,” there are spaces of micropolicies with controlled margin of changes that advocate mathematics teachers as builders of policies, but the mechanisms of external regulation contradict this. Conclusions: Historically, in both countries, the educational systems, even expressing a rhetorical discourse on autonomy and flexibility, have remained hostages to the regulation of centralist global policies.

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Akıncı, Muhammed, and Abdulkadir Kurt. "A Responsive Approach to Curricular Needs of Turkish Educational System: Curriculum Based on Reason, Values and Culture." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (June 18, 2022): 215–46. http://dx.doi.org/10.31704/ijocis.2022.010.

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The purpose of this research is to identify problems with formal curricula at different levels of education in Türkiye and to present an approach that offers solutions in line with these problems. In accordance with this purpose, document analysis design within the framework of systematic review was used in the research. In this context, the curriculum evaluation studies carried out between the years 2012-2021 were examined by using content analysis. In addition, the commonplaces of different curriculum approaches from various sources have been revealed. Curriculum evaluation studies conducted in Türkiye show that the curricula have various problems in terms of commonplaces such as teacher, learner, subject matter, context, and curriculum making. Moreover, in these studies it has been suggested that comprehensive updates be made in the curricula to solve the identified problems. Based on these findings, a curriculum approach has been proposed, which is believed to contribute to the solution of the curriculum problems. The Reason, Values, and Culture-Based Approach is a responsive approach that aims to train individuals who attach importance to mental and cultural values. In addition to the solution proposals in the approach put forward, various suggestions were presented to the institutions responsible for the curriculum development process in Türkiye and to researchers who will study corresponding issues.

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