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2019, Cilt 9, Sayı 3, Sayfa(lar) 581-586
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DOI: 10.5961/jhes.2019.356
Analyzing Learning Outcomes in a Materials Science & Nano Engineering Curriculum
Hacı Hasan YOLCU
Kafkas University, Dede Korkut Faculty of Education, Department of Basic Education, Kars, Turkey
Keywords: Engineering curriculum, Structure of learning outcomes, Revised Bloom’s taxonomy

Learning outcomes are essential to any educational program. They should be clear and measurable. So far, however, there has been little discussion about engineering curriculum learning outcomes. The aim of this study is to analyze the learning outcomes of a material science & nano engineering curriculum proposed at a private university in Turkey. Data for this study were collected using a qualitative case study. A qualitative case study approach was chosen to allow a systematic process of analyzing written texts. For this purpose, 324 required and core elective course learning outcomes belonging to 41 different courses in the material science & nano engineering curriculum have been examined. The most apparent finding to emerge from this study is that the majority of learning outcomes (174 out of 324, which equates to 54%) are poorly structured. Besides, the well-structured learning outcomes consist of mostly remembering and applying sub-dimensions of the cognitive domain.

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