AN EVALUATION OF THE ECOSYSTEM ECOLOGY AND CURRENT ENVIRONMENTAL PROBLEMS UNIT

Abstract

The aim of this study is to evaluate the Ecosystem Ecology and Current Environmental Problems unit according to Bloom's
Program-Based Assessment Model. The research was a descriptive survey model aimed at learning the opinions of teachers
and students on the curriculum. The opinions of the students who participated in the research were collected through the Biology
Curriculum Evaluation Questionnaire developed by the researchers. Also, researchers made semi-constructive interviews with
the biology teachers about curriculum. In this context, it can be said that the research has both qualitative and quantitative
dimensions. According to students and teachers, the educational attainment of the curriculum is defined as clear,
understandable, consistent with content, cultural values and social expectations. For the students, the content of curriculum includes current, contemporary and scientific information related to daily life, and according to the teachers, it is insufficient
to gain affective characteristics, it needs to be restructured and there are scientific errors in the textbook. While the teachinglearning process of the curriculum is found to be moderate enough for students to use technology and motivation-enhancing
qualities, it is suitable for applying homework and research projects. According to the teachers' views, the unit is consistent
with the content, structured to the student-centered approach and suitable for implementing different activities. When the
student's views of the assessment element are examined, the assessment and evaluation activities are clear and understandable,
giving importance to self-assessment; however, the students found the time allocated for assessment and evaluation to be
moderate enough for the program to provide a holistic assessment. When the opinions of the teachers were examined, the endof-unit evaluation activities of the unit were evaluated as inadequate.