Ülkü Ulukaya Öteleş, Fatıma Betül Demir Evcimen, E. Koçoğlu, Kübra Melis Avcu
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EVALUATION OF PRACTICES IN THE EDUCATION PROCESS IN THE CONTEXT OF AGENDA SETTING THEORY
In today's world, where the internet-based digitalization process has gained momentum, increasing the quality of learning in the educational process can be achieved by associating the transferred achievements with current topics and news in written and visual media by the teacher of the course, thus increasing the attention level of the learners in the learning environment. This situation, which shows the impact of the agenda on the educational process, increases the awareness level of the learners regarding the time period in which they live, the environment and the events that occur. In this direction, this study aimed to identify and evaluate the practices in the education process in the context of agenda setting, in line with teachers' opinions. This study, which was carried out with the phenomenology pattern, one of the qualitative research methods, was conducted with 30 teachers working in public schools. The data of the research were collected with a semi-structured interview form. The data obtained was analyzed with content analysis. As a result of the study, it was determined that the practical reflections of the activities prepared by the teachers based on the agenda setting theory were not sufficient in the context of learning.
Keywords: Agenda setting, educational practice, phenomenological design
期刊介绍:
Problems of Education in the 21st Century is an international, periodical scientific journal publishing original research across the whole of education. The journal''s Editorial Board and staff are committed to building PEC into the leading scientific journal in its field by publishing articles of outstanding scientific quality that merit the attention and interest of the whole educational community.