1. Technology Curriculum in the General Schools of Turkey Focus on the Previous “Work Education and the recent “Technology and Design” courses in the General Secondary Schools Prof. Dr. H. Güçlü YAVUZCAN Gazi University

2. General Philosophy of Technology Education As known, in the formal education process, one of the main tools for getting harmonized with the cultural environment in a technological sense is technology education. What is important in this education is to extend a bridge between present and future through putting the emphasis on current applications of technology.

3. General Philosophy of Technology Education Thus, the main goal of education process is to make an individual productive through furnishing him or her with competencies that provide skills for harmonizing with surrounding cultural environment. While technology is defined as the utilization of existing knowledge and technique for producing goods or services; Technology Education (TE) is a method of causing an individual who lives in a technological environment to gain the necessary knowledge, skills and behavioral competencies. A student learns how to understand, use and control technology through TE.

4. General Philosophy of Technology Education The methods which are largely used in technology education throughout Europe include problem solving and project types. The approach in this education which orients a student towards research, using information and finding appropriate solutions for overcoming the problems faced, is to enable an individual to get acquainted with surrounding technological possibilities and their dimensions as well as to understand, utilize and develop them. Therefore, TE constitutes a dimension of vocational and technical education in general education. As a principal component of general education, TE is not limited to a certain vocational field, on the contrary, it is much more comprehensive. From this point of view, as an education type aiming at providing knowledge and skills of main basic technological processes of general character, TE shall be considered primarily within the elementary education process in which common attitudes are given to individual.

5. National Philosophy of Technology Education In the report of “Turkish National Commission for Elementary Education” issued at 15th National Education Council it is stated that; TE is a natural outcome of the necessity for furnishing the individuals with contemporary knowledge and skills in order to enable them to keep up with the social life which is gradually getting complicated due to rapid technological developments. In this context, it is obvious that each individual shall be provided with a qualified basic education. In order to provide the required basic attitudes for the individuals of an industrializing society, TE has to be a main component of elementary education program. Consequently, TE not only furnishes the individual with basic skills parallel to accumulated knowledge and skill level of the society, but also undertakes the mission of providing abilities to the individual for getting acquainted with working life and for self-orienting towards vocational prospects.

6. National Philosophy of Technology Education In this sense, TE is one of the basic grades of transition to vocational and technical education, because, mainstream of vocational and technical education consists of three separate interdependent grades, namely; technology education, preparatory vocational education and on-the-job training. Out of these three grades, TE takes place in education programs of several developed countries with its features such as; helping the individual in getting acquainted with the working life before choosing vocation and in directing the individual towards a more conscious selection of vocation through acquiring a number of fundamental attitudes in the fields of vocations which he or she is interested in.

7. Importance of Technology Education in the Elementary Schools of Turkey According to the 1990 census in Turkey; The portion of the people remained as elementary and secondary school graduates is 66.7%. The ratio of high school and identical level graduates reaches up to 9.7% and the ratio of higher education graduates remains at 3.8%. According to the another data derived from Ministry of National Education of Turkey; among the age group of 25- 64, the portion of people who remained as elementary and secondary graduates is approximately 86% in Turkey.

8. Importance of Technology Education in the Elementary Schools of Turkey Under these circumstances, the main direction in elementary school level of Turkey should be towards in addition to preparing the individual for a higher education, preparing for life as well. Procedure of preparation for life suggests connectedness of academic accumulation with practicing; in other words putting the emphasis on social and individual dimensions.

9. Importance of Technology Education in the Elementary Schools of Turkey In the compulsory education period (first eight years), three methods can be considered for the development of technological skills of an individual. First method is to give the subjects regarding the technological concepts whenever needed by dispersing them into related courses; Second method is to create independent course or courses for this objective; Third method is to consider a mixture of other two methods. Nevertheless in an application basis, these approaches have been neither well understood nor well institutionalized in Turkey.

10. Importance of Technology Education in Elementary Schools of Turkey Moreover, the activities that can be collected within the context of Technology Education, have not been settled into an evident basis in terms of content. Likewise from past to present, these activities have been applied under different names and fields such as art, skill based works etc. Particularly in the way towards “technology education” in elementary schools, the first applications had no connection with integral approach and have been tried to be given under the courses namely handicraft, housework, knowledge of work etc. The reasons of this attitude were to enable the individual to acquire manual skills and to furnish him or her with the capability of artistic approach.

11. Structure of the education system in Turkey Elementary and lower secondary schools (8 years, from the age of 6-7 to 14-15, compulsory) Upper secondary schools or vocational schools (3-4 years) Universities - Junior colleges (2-3 years) - Faculties(4 to 6 years)

12. Evolution of Technology Education in Turkey In Turkey, the concept of technology education has been included in the courses of the schools under different names and applications since 1910. 1910 - Handicrafts course in teacher training schools, 1930 – “Science applications” course integrated with Science courses, 1940 – « Village Institute » program that combines work and education, 1949 – “Work Knowledge” course in secondary school program, 1968 – Art-Work course that combines work and arts, 1974 – Content extended “Arts and Work Education ” course (Arts and crafts), 1981 – Compulsory “Work Education” course, 1991 – Current “Work Education” programme developed for elementary and lower secondary schools. Since 2001 attempts towards the re-structuring the Work Education programme under Design and Technology programme has been started and the new course will be in due at the beginning of the school year 2005 / 2006

13. “Work Education” Program in due since 1991 In Turkey, Technology Education is a typical field that had difficulties in identifying its own convenient name and content. When compared with Germany and some other European countries, there are distinctions in the name, content and applications. These distinctions became one of the main reasons for the deviations from the objectives during identification and application of the field content.

14. “Work Education” Program in due since 1991 In Germany and some other European countries, the approach which anticipated the emphasis on practical skills and named as “industrial arts” has been gradually transformed into a form called “technology education” by comprising technological processes and procedures in an integrative manner. Reflection of this approach and applications has somewhat become evident in the context of “work education” courses of elementary and lower secondary education in Turkey recently. However, there is still a great need for re- structuring the course within the current needs.

15. Elementary and Lower Secondary Schools’ “Work Education” Program In the schools of Turkey, work education programme is formed of sub-courses (sub-fields) such as; Work and Techniques (Industrial Technology), Agriculture, Commerce and Home Economics (this is called as circling system). The whole content of the programme is generally given by three different teachers. Program consists of common chapters in the 4th and 5th classes of elementary school and the first semester of 6th class. Compact chapters are formed starting from second semester of 6th class till second semester of 8th class; while in second semester of 8th class, project studies are carried out.

16. In the Turkish Educational System, Work Education course is established within a package unit (circling system) and includes 4 different sub-courses The sub-courses within the current circling work education program WORK EDUCATION Work and techniques AgricultureBusiness Home economics

17. Elementary and Lower Secondary Schools’ “Work Education” Program The “Work Education” Course was initiated in 1991 for 4 hours/week in 4th and 5th classes of elementary schools and for 6 hours/week in 6th, 7th and 8th (lower secondary school) classes. However, 6 hours/week in the lower secondary schools was decreased to 3 hours/week in 1994 and to 2 hours/ week in 1997 because of the claims on lack of an adequate quantity of hardware and of qualified personnel in the schools. Although it was increased to 3 hours/week in 1998, it diminished again to 2 hours/week in 2001. While these arrangements have been carried out, there have not been any modifications done on the objective and orientation of the course.

18. “Work education” program in elementary schools In the work education course designed for the 4 th and 5 th years of the elementary schools, the facilities of using materials and tools that corresponds with the needs occurred during the mathematics, science, social sciences and language learning are intensified. The pupils try to produce things that they projected in their minds. By this means some of intangible concepts are converted into tangible objects.

19. “Work education” program in lower secondary schools In the program which is developed for lower secondary schools, work education is considered to be “a general education based on application of learning” and emphasis is given to the “inclusion of fundamental production processes and skills”. The course aimed at both preparing the student for life and leading him or her towards adequate programs for higher education. Thus, by improving individual’s interests and skills, contribution to the selection of appropriate vocation and working life is targeted.

20. “Work education” program in lower secondary schools In this context, main fields that constitute source for chapters of work education are as follows: Agriculture, mining, manufacturing, construction, energy, commerce, transportation-communication, financial organizations, family-housing, tourism and health. As well as that, course chapters that are developed in accordance with these fields have various dimensions such as design, materials, production, marketing, energy saving, communication, management, health (work safety, environmental health), social effects and evaluation.

21. Sub-course of “Work and Techniques” in the circling system of Work Education The following units are taught in the work and techniques sub-course of the circling Work-Education programme: Energy saving, Plastic works Building Sanitary installations Painting and polishing Basic electrical circuits and electrical installations Electric motors Basic electronics and electronic circuits Technical Drawing Cutting, carving and assembling in wood works Ornamental inlaying in wood works Metal works and assembling of metals Binding and offset Repair and maintenance in house and school

22. Difficulties It is quite difficult to say that technology education has been able to acquire required position and weight in general education (elementary and lower secondary education) from past to present even in latest platform of “work education” course since 1991 Reasons that lie behind this situation are mostly related with the factors such as lack of approach and understanding, insufficiency of qualified human work power, lack of equipment and sources, inadequate physical conditions etc. that obstruct functioning and divert the content from the objectives.

23. Re-Structuring the Technology Education (Work Education) Programme in Turkey The re-structuring attempts of the Work Education towards the name and international content of Technology Education started in the early 2001. The reasons for re-structuring the Work Education programs in secondary schools under the content and name of Technology Education can be summarised as follows: Legal issues, Research results, Academic studies, Applications around the world

24. Academic Studies The technology education programme has been re-structured according to the scientific concepts and reports of the key experts in the field. The academic bases of the new program have been constituted with the below mentioned data: The technology literacy data of the International Technology Education Association - ITEA, M.Sc. and Ph.D. thesis regarding the applications of Work Education Program and the concept of technology education, Scientific publications (books, articles, proceedings etc.) concerning the understanding of technology education, Reports and views obtained from the academicians in the related field.

25. Applications in other countries In different educational systems of the world, the field of technology education has been established as an independent course designed to reflect the process of technology. Technology education field; United Kingdom – Design and Technology Germany - Techniklehre (Technology Education), USA – Technology Education, Japan - Gijutsu Ka (Technology Education), Israel - Technology Education, Finland - Technology Education Bulgaria - Texnoλoгıa (Technology), Hungary - Technıka (Technics), Spain - Technology Education These are all independent and courses involved in basic general education.

26. The Basic Approaches of the New Programme By means of new technology education program the individual is required to: Define himself with technological insights and symbols, Notice his construction and production capabilities, Reach to the sufficiency to select and decide, Recognise the technological world he is living and adapt himself to the future technological environment, Apply the process of technology to his daily life, Reach to the technology producing sufficiency by using the scientific laws and methods, Transfer the knowledge gained in other courses to his daily life, To obtain the qualification of technology literacy in consequence of the above mentioned items.

27. Physilosophic Bases of the Technology Education Program The basic approved issues in the new technology education program; Using scientific method and criticising thoughts, Providing the sustainability of the cultural assets, Creating a democratic life style, Re-structuring the life continuously, Make skilful activities, Finding and improving the individual’s capabilities. Pragmatic Physilisophy Improvable Approach Structuring Approach

28. General Aims of the New Proposed Technology Education Program To provide pupils to observe as well as define and clearly explain the conditions and needs for solving out the problems they have faced with by observation in house, school, society, work and industry. To provide pupils to think for a specific project proposal and to develop reasonable and applicable constructions planned in all details, To provide pupils to prepare a plan involving the information and processes as well as to establish a system and an environment with the appropriate resources they determine, To provide pupils to evaluate their processes and products as well as to compare their systems of technological activities with the similar of the different cultures and times.

29. The Sources of the New Program Content TECHNOLOGY EDUCATION Scientific laws of natural and social sciences Industrial fields and work life Current technological features Resources and dimensions of technology Other disciplines and main educational fields Specifications of the target group Aims of the national education The content of the technology education program has been determined by inter-disciplinary approach.

30. The Learning Fields of the Programme Learning fields Systems and control Economic life Textiles Food Technology Mechanisms Enduring materials Vocations Building and structure

31. The Learning Process of the Program Definition of the needs and the conditions Information and insight Development of the project Construction Manufacturing and applications Production Evaluation, criticising and new approaches Evaluation The units involved in the new program is designed in a manner to reflect the learning process of technology.

32. Units of the 6 th Class Systems and control Unit: Lightning Focus: Electrical Control Mechanisms Unit: Moving tales Focus: Planar mechanisms Unit: Packages Focus: Geometrical shapes and structures Unit: Bookworm Focus: Plastics Building Enduring materials Food tech. Local technologies Economic life Textiles Unit: fruits and vegetables Focus: health and confidence Unit: Focus: Unit: We are going on a trip Focus: Tourism Unit: Dummy Focus: Modelling

33. Units of the 7 th Class Systems and control Unit: Vehicles Focus: Electric Motors Mechanisms Unit: Circling cockhorses Focus: Gear mechanisms Unit: Pencil box Focus: Knuckled structures Unit: Decorative clock Focus: Wood Building Enduring materials Food tech. Local technologies Economic life Textiles Unit: Sandwich Focus: Moderate nutrition Unit: Focus: Unit: Advertisement Focus: Marketing Unit: Pillow Focus: Creation of a surface

34. Units of the 8 th Class Systems and control Unit: Alarm Focus: Relay Mechanisms Unit: Dancing toys Focus: Cam and crank mech. Unit: Bridges Focus: Durability of the structures Unit: Candle holder Focus: Metals Building Enduring materials Food tech. Vocations Economic life Textiles Unit: Biscuits Focus: production analysis Unit: Introducing the vocations Focus: Pedagogical orientation Unit: Establishing a business Focus: organisation Unit: Handbag Focus: Texture

35. Analysing the needs, research and defining Project development  Defining the needs for lightning devices.  Determining the factors affecting the dimension, shape etc. of the lightning devices  Analysing the structural functions of basic battery operated lightning devices by detaching them.  Indicating the names and the functions of the components of the basic battery operated lightning device on a draft.  Arrangement of an introductory study reflecting the historical development of electric technology by sampling out an electrical device.  Conducting focus studies oriented towards the installation and operating of a basic electric circuit.  Determining the user needs for the construction of a night lamp.  Projecting the dimension, shape and material specifications of a night lamp.  Development of suggestions for the construction of the night lamp.  Conducting the production drawing of the night lamp.  Indication of the control process of the system on a flow chart  Planning the stages of the construction process. A sample unit: details of the contents of the Lighting Unit

36. A sample unit: details of the contents of the Lightning Unit Production and manipulation Evaluation and new approaches  Producing the night lamp model with considering the construction measures and production drawing.  Installing the electric circuit considering the circuit scheme.  Proposing changes for the improvement of the construction.  Operating the night lamp by connecting it with computer programme and control interface.  Checking out the electrical circuit.  Presentation and introduction of the construction to the class.  Evaluation of the construction with respect to the compliance of the needs and scientific laws.  Evaluation of the construction by comparing with the similars in other cultures and times.  Evaluating the construction as to its technical features and developing new ideas for the improvement.

37. The pupils will learn the below mentioned scientific principles of electrical technology by testing their own constructions Pupils will learn by testing;  The operational principles of different switches controlling the electric current path  Lightning intensity is directly proportional with the voltage  How the circuit is controlled by AND, OR and NOT gates  How to determine the current direction by using LED lamp  The light reflection rates of the colours  New forms of construction by utilising from the shaping ability of the plastics,  How to establish a light transmitting structure by utilising from the physical properties of the plastics  How to control automatically a system by computer programs and control interfaces  How to draw an electric circuit scheme and control process flow chart  By which techniques do the electrical circuit components are assembled  Which devices are used for installing an electrical circuit Expansion of Lightning Unit in terms of Technological Principles

38. The Relation of the Lightning Unit with the Work Life and Other Courses Introduced vocations  Electrical Engineer  Electric Teacher  Electric Technician  Electric Operator  Electric Installer Field excursions  Ministry of Energy  Directorate of Electrical Affairs  Electricity Board  Electric power plant  Companies producing lightning devices Lightning Courses to be cited  Science and Tech.  Mathematics  Arts and Drawing  Computer  Tech. Education

39. Focus studies of the Lightning Unit Assembling the components

40. Focus studies of the Lightning Unit Switch connections

41. Focus studies of the Lightning Unit Switches

42. Construction samples of the Lightning Unit

45. The Benefits Expected from the New Program A general unification will be provided in the technology education by means of the classified units according to the class levels. The difficulties of the circling work education system will be removed and the utilisation of the all pupils from the same program will be provided. The conflicts of the evaluation of the teachers in four sub-courses (work and technique, home economics, agriculture, business) of the work education programme will be removed.

46. The Benefits Expected from the New Program The teacher need of the field will be provided easier with the single course (without any sub-courses) model. The new name of the course (Technology Education) will reflect the aims and the orientation better than the previous name (Work Education) The pupils will be enabled to be prepared to their future technological environment and higher education by the introduction of the vocations in the work life. The pupils will be enabled to transfer the theoretical information gained by the other courses to the real life by the organised technological activities.

47. The Benefits Expected from the New Program It is expected that the pupil centered and active learning structured program will lead the pupil to: Research, Reach to the information, Interrogate, Analyse, Decide, Solve problems and Produce new ideas. as required from a modern human being.

48. Academic criticism about the new proposed program The new proposed program under the name of Technology Education will be only taught in lower secondary schools (6 th, 7 th and 8 th class) as a compulsory optional course of 4 hours/week. It will be omitted from the elementary school and unified with the new course entitled «Science and Technology» in elementary schools. This would cause a negative impact especially on the creativity of the pupils which is developed and oriented at the earlier ages.

49. Academic criticism about the new proposed program Some important units of the Work Education Programme in the lower secondary schools have been excluded in the new technology education course. Among them, the most important ones are energy technology (especially alternative energy sources and energy saving) and printing and film technologies. One of the most important issue in regard to technology education is alternative energy sources and energy saving. These contents have been shifted to the content of the new course entitled « Science and Technology » in the lower secondary schools. However, these are the main contents of the traditional technology education in many developed countries and should be remained under Technology Education course.

50. Thank you

51. TURKISH PRIMARY EDUCATION TECHNOLOGY AND DESIGN COURSE PROGRAMME 6 th to 8 th Grades

52. Structure of the Education System in Turkey Elementary and lower secondary schools (8 years, from the age of 6-7 to 14-15, compulsory) Upper secondary schools or vocational schools (3-4 years) Universities - Junior colleges (2-3 years) - Faculties(4 to 6 years)

53. In Turkey, the concept of technology education has been included in the courses of the schools under different names and applications since 1910. 1910 - Handicrafts course in teacher training schools, 1930 – “Science applications” course integrated with Science courses, 1940 – “Village Institute” program that combines work and education, 1949 – “Work Knowledge” course in secondary school program, 1968 – Art-Work course that combines work and arts, 1974 – Content extended “Arts and Work Education ” course (Arts and crafts), 1981 –“Work Education” course(Compulsory) 1991 – “Work Education” programme developed for elementary and lower secondary schools. 2006 - “Technology & Design” developed for secondary schools

54. WHY TECHNOLOGY AND DESIGN PROGRAMME?

55. FUNDEMENTAL REASONS  VISION 2023 TECHNOLOGICAL PREVISION  DEVELOPMENTS IN PROGRAMME PROGRESSING APPROACHES  SOCIAL EXPECTATIONS

56. VISION The vision of the programme is to train creative individuals who are open to change and developments, who are well aware of today’s problems and can offer solutions in order to build a better future for the society; who are able to think, question and express themselves.

57. The Structure of the Programme The programme consists of 3 complementary steps which are repeated in the sixth, seventh and eight grades.

58. THE FUNDAMENTAL ASPECTS OF TECHNOLOGY AND DESIGN PROGRAM

59. Production Construction Arrangement Technology and Design

60. PHASE-FOCAL POINT GRADEArrangementConstructionProduction 6 th GradeFirst Steps to ThinkingThink and SolveHow do we Produce? 7 th GradeFrom Unit to IntegralChanges and Developments in the Thoughts production 8 th GradeDifference in IntegralProtecting the Thoughts The Introductıon and the marketing of the product

61. The Programme also includes… Design and invention stories Biographies of scientists Techniques that stimulate creative thought

62. Explanation of The Programme Table The guideline that enables the teacher to reach the targets of the programme. Class, group or individual works performed in accordance with the focal points determined by each phase The knowledge, skill and behaviours a student is expected to obtain/gain during his/her learning Focal Point enables students to acquire knowledge and skills in accordance with their grades and levels.. Unique structures where focal points, skills and concepts are seen as a whole. 6. SINIF 6th Grade Phace: Arrangement Focal Point: First Step to Thinking Acquisitions ActivitiesExplanations  First Step ::

63. The Teacher of the Programme Uses affirmative expressions in his/her communication with students Does not make comparison between works and evaluates each work within the conditions that surround the work Enables students to seek for multi-dimensional answers Encourages students to find alternative solutions Fosters students to launch the activities Directs the students to the materials they needed to realize their design (work) Enables the activities to run on time.

64. Facilitate access to technology resources and materials for all students. Gives information about the means to use these materials and promotes safe and healthy use of technology resources. Encourages students to observe, examine problems and implement their interests in research. Adresses questions to help students think, criticize, make decisions and produce creative solutions. Enables students to perform what they have learnt Encourages students to study in areas in accordance with their interests and abilities Supports and encourages students in the process of design making

65. The Basis of the Implementation of the Programme This course is conducted by teachers designated to the branch of Technology and Design The classes must not exceed 20 students 1 teacher is responsible for each group The courses of each group are given in different environments Each student keeps a design diary for each activity Desıgns of the students are exhibited in technology clipboards. At the end of the year a technology exhibition is organized. The duration of the activities are determined by the Technology and the Design Board at schools.

66. The first two phase activities(arrangement and construction) are given in the first term; the third(production) is given the second term. The order of the phases can not be changed. Different activities can be planned except for the basic focal activities Each student is expected to perform at least one activity for each focal point. Seminars can be organised and experts, representatives of trade associations and designers can be invited to lecture. Visits to workplaces can be arranged where design and production are performed.

67. The Evaluation of Student Success No written examination is given The design making process and class performance is assessed Assesment through student design diaries and research files (The teacher evaluates student success in accordance with the above mentioned criterias)

68. Tools for Measurement and Assesment Core Evaluation Form(students self assesment) Student Observation Form Progressive Grading Key

69. 1 st Term: Each student receives one point(out of 5) for the ‘arrangement phase’ and ‘construction phase’ and at least one class performance point. The arithmetical average of these points are given as term grades. 2 nd Term: Each student receives two points for the ‘production phase’ at least one class performance point. The arithmetical average of these points are given as term grades. For the above mentioned grading system, a grade chart has been prepared and has been included into the newly established regulations for Primary Education.

70. FIRST PHASE ARRANGEMET

71. Students develop the ability to think and evaluate things in their lives by looking from different perspectives Taking nature, life and themselves as starting points, students construct concepts such as place, surface, unit, repetition, rhythm, order, harmony, integrity and community

72. By using invariable shapes (square, circle etc.) students form original designs. They express the concepts of color, direction and proportion through the designs they formed of invariable shapes.  They improve their creativity in the process of learning through observation, research, inquiry and experimentation.

73. Focal Points in the Arrangement Phase GradesFocal PointsActivities 6th GradeFirst Step to Thinking‘First Step’ ‘Forming Arrangement’ 7th gradeForm Unit to Integral‘Form Unit to Integral’ 8th GradeMaking Difference in the Integral Differences in the Integral

74. Students in ‘Arrangement Phase’ 6 th Grade: Students who take their first step towards thinking/idea, form original arrangement by using existing units. 7 th Grade : Form original arrangements (designs) by using invariable shapes (square, circle, line). 8 th Grade: They express the concepts of color, direction and proportion through the designs they formed of invariable shapes.

75. Composing Arrangement 6 th Grade In order to develop the idea of arrangement, the students make use of ready-units such as water containers/jugs and pulley. The student determines the unit he/she will use as a starting point to reach the integral. The methods of trial, search and determination are important components of the arrangement process of the unit. Under the light of their creative thinking, students repeat and combine the units. The integrals composed of different accords, aesthetics and interpretations are formed of repeated unit patterns which are the products of the individual differences and imagination of each student. Students take notes of the experience they went through during the process of moving from the unit to arrangement and they fill in the core evaluation form.

76. ARRANGEMENT (FIRST STEP TAKEN TOWARDS IDEA) 6 th GRADE Acquisition(learning outcomes) 1.Determining the units to be used 2.Trying to reach the integral by using the determined unit 3.Selecting the appropriate combination method to reach the integral 4.Composing the arrangement 5.Recognising the power of expression in the composed arrangement 6.Understanding the aesthetics values and the visual and technological features of the composed arrangement. 7.The student takes notes about his/her observations and experience 8.Sharing the experience with classmates

77. ARRANGEMENT (FROM UNIT TO INTEGRAL) 7 th Grade Acquisiations 1. Distinguishes the differences between variable and invariable units 2. Questions the adequacy of the forms. 3. Determines the forms he/she will use to compose units. 4. Decides whether the units he/she has formed could be reproduced. 5. Obtains the unit which has the possibility to be reproduced. 6. Through the repetitions of the units, he/she reaches an integral structure. 7. Works constantly to create original designs. 8. He/she records his experiences in the design process. 9. Shares his/her problems, worries and appreciation.

78. ARRANGEMENT (Making Difference in the Integral) 8 th Grade Acquisiations 1. The student recognises the importance of the use of color, direction and proportion to enable simulation in the integral structure. 2. By using invariable shapes he/she forms units. 3. Decides whether the units he/she has formed could be reproduced. 4. Through the repetitions of the units, he/she reaches an integral structure. 5. The student introduces the design to his/her environment. 6. The student becomes determined to produce original designs. 7.The student records the process of producing original design and shares his/her thoughts and emotions with others.

79. The Arrangement Phase SAMPLE WORKS

85. SECOND PHASE CONSTRUCTION

86. Students in Construction Phase Creative thinking Students move from curiosity & imagination towards change, development and facilitation They develop solution-oriented behavior They express their ideas through drawings and written works in a tangible manner They share their ideas with others They learn about intellectual property rights

87. The Focal Points and Activities in Construction Phase GradesFocal PointActivity 6 th GradeThink and SolveLet’s Think and Solve 7 th GradeThe Development and Change in the Thoughts The Changes in the Dreams 8 th GradeProtection of Intellectual Property Rights How to Protect Intellectual Property Rights

88. Students in Construction Phase  6 th Grade : In order to solve a problem, students outline their ideas and make drawings.  7 th Grade: Students make drawing in a tangible manner so as to avoid misunderstandings.  8 th Grade: They learn about intellectual property rights/statutory protection

89. CONSTRUCTION (Think and Draw) 6 th Grade 1. Construction phase expresses student’s imagination and curiosity. 2.Out of his curiosity and imagination, the student recognizes problems in the real world. 3.In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 4. The student offers solutions to the problem he/she selected. 5.He/She expresses his/her offers of solution through technical drawing. 6.He/she considers the suggestions made by others for the solution of the present problem. 7. Çizimin anlaşılır nitelikleri taşıması için sorgular. Makes sure that the drawing is tangible 8.The student takes notes of the experience he/she gained in the process of moving from thought to drawing. 9. The student shares the solution- oriented phases he/she experienced with others. 10. He/she invites criticism. 11. He/she becomes determined to design solution oriented products.

90. CONSTRUCTION (Changes and Developments in Thought) 7 th Grade 1.The student evaluates the phase he/she experienced in his/her first work and solution sugesstions he brought to the first work. 2.He/she evaluates the first written work. 3. He/she recognizes the differences between the evaluations and his/her thoughts. 4. He/she expresses his/her curiosity and imagination. 5. The student realises that the problem he has detected requires solutions. 6. The student selects one of the problems and offers solution. 7. The student takes notes about the solution. 8. The stundent makes the drawings in accordance with the required standarts. 9. He/she records and shares his experiences in the design process. 10. The student performs unique behaviors while sharing the thoughts and dreams. 11. The student exhibites his/her self esteem and creativity within the solution- oriented product he/she designed. 12.The student continues to design solution-oriented product.

91. Construction (The Protection of Thoughts) 8 th Grade 1.The student makes researches about the tangibility of the solution offers in his/her previous works. 2. In respect of the research results the student makes the required changes in the technical drawing. 3. The student recognises different describtive techniques employed in the technical drawing. 4. The student learns about intellectual properity rights. 5. The student expreses his/her imagination and cruiosity. 6. In order to find a solution to one of the problems he/she recognized, the student makes a drawing. 8. The student offers solutions to the problem he/she selected. 9. 5.He/She expresses his/her offers of solution through drawing. 10. Makes sure that the drawing is tangible. 11. 8.The student takes notes of the experience he/she gained. 12. The student shares the solution- oriented phases he/she experienced with others. 13. The student becomes determined to design solution - oriented products. 14. He/she invites criticism. 15. The student enjoys producing original designs.

92. CONSTUCTION PHASE SAMPLE WORKS

95. THIRD PHASE PRODUCTION

96. Students in Production Phase They utilize the skills they have developed in the previous phase to deliver products Through observation, they detect problems By means of offering solutions to the problems they have detected, they take steps towards the concretization of their designs They experience the phase which starts from the specification of the problem and lasts with the design of the product They plan activities to present their designs In order to increase the marketing of their product, they use innovation techniques

97. The Focal Points and Activities in Production Phase GradeFocal PointActivity 6 th GradeHow to Produce? The Production of Design 7 th GradeProductionLets Produce 8 th GradeProduce and Introduce? How to Introduce?

98. Students in the Production Phase 6 th Grade: By experiencing the design process they deliver concrete products. 7 th Grade: In order to bring a solution to a problem, they reflect their thoughts and emotions to their works. 8 th Grade: They employ innovation and marketing techniques in order to introduce their products.

99. Production Phase 6 th Grade Acquisiations 1. He/she recognizes the problems he/she faces in his/her life. 2. He/she makes solution-oriented research for the problem he detected. 3. He/she analyzes the data he/she has acquired from his research. 4.He/she makes suggestions for the solution of the problem

100. PRODUCT (PRODUCTION) 7 th Grade Acquisitions 1. Recognises the problems in his:her life. 2. The student makes research about the certain problem he/she detected. 3. In respect to research results he/she defines and anlysizes the problem. 4. Student makes solution-oriented offers. 5. The student defines the required specification for the solution. 6. Develops a draft design proposal. 7. The student makes research for his/her proposal. 8. Considering the research result he/she determines the structure and features of the design. 9. By means of making experimentations the student determines the methods and techniques he/she will employ in his/her design. The student makes the technical drawing of the design and describes the technical drawing. 10. The student plans construction process of the design. 11. The student determines the assesment criterias. 12. The student asses the design in accordance with general criterias. 13. The student shares the experience he/she gained in the desiging process with his/her classmates. 14. The student presents his/her self esteem in every situation. 15. The student becomes determined to design solution-oriented products

101. PRODUCT (Production and Introduction) 8 th Grade Acquisitions 1. Recognises the problems in his/her life. 2. The student makes research about the certain problem he/she detected. 3. In respect to research results he/she defines and anlysizes the problem. 4. Student makes solution-oriented offers. 5. The student defines the required specification for the solution. 6. Develops a draft design proposal. 7. The student makes research for his/her proposal. 8. Considering the research result he/she determines the structure and features of the design. 9. The student questions the features to reach originality in the proposed design. 10. The student determines the methods and techniques he/she will employ in his/her design. 11. The student describes the technical drawing of the design. 12. The student plans the stages of the design. 13. The student asses the design in accordance with general criterias. 14. The student presents justification to modify his/her offers. 17. The student records the experinces he/she gained through the design process.

102. PRODUCT (Production and Introduction) 8 th Grade 18. The student shares the experinces he/she gained through the design process with his/her classmates. 19. The student reflects his/her self esteem and imagination to the product the student designed. 20. The student enjoys designing solution oriented products. 21. The student seeks the means of marketing the product.Ürünün pazarlaması için çalışma yapar. 22. Considering different ideas for the marketing of the product, the student applies innovation techniques to the product. 23. The student names the product. 25. The student designs logos for better marketing and presentation of the product 27. The student finds a suitable motto for the product.Ürün için bir slogan geliştirir. 28. The student designs an appealing an attractive package and label for the product. 29. Employing proper graphical designs colors pictures, the students expresses the package and label design in technical drawing. Ambalaj tasarım önerisini uygun yazı tipleri renkleri, resim ve süslemeler kullanarak çizimle ifade eder. 32. The student produces the package and label in accordance with the above mentioned features. 33. The student prepares a scenario for the marketing of the product in media. Yazılı ve görsel basında ürünü pazarlamak için reklam senaryosu hazırlar. 34. The student becomes determined to improve the marketing of the product.

103. THANK YOU….