Özet:

Open and measurable learning outcomes form the foundation of educational programs. The success of the teaching process in engineering education depends largely on the achievements of well-structured learning outcomes. In this study, a private university in Turkey's Faculty of Engineering material science and nanotechnology department 41 courses in the program were studied 324 achievements in terms of structure and well structured achievements were classified according to revised Bloom taxonomy. The method of document examination was used from the research methods of quality. The majority of the earnings were found to be 54% of poorly structured earnings. When well structured achievements were analyzed, it was determined that the achievements were gathered in the lower dimensions of remembering and applying most. The results of the study are a source and guide for engineering training programs in Turkey.

Özet:

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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