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30918/AERJ.113.23.072 ISSN: 2354-2160  \nFull Length Research Paper  \nStudents’ views about hidden curriculum practices in science class\\#  \nMevlüt Gündüz1* and Mehmet G ündoğdu2  \n1 Department of Basic Education, Faculty of Education, Suleyman Demirel University, Isparta, Turkey. 2Ministry of National Education, Isparta, Turkey.  \nAccepted 11 September, 2023  \n\n| ABSTRACT\u003Cbr>The main objective of this research is to reveal the 5th-grade students' views about the hidden curriculum practices carried out in the science course. The research has been arranged according to qualitative design. The \"Interview\" technique has been used to determine students ' views on hidden curriculum practices in the science course, and the descriptive analysis approach has been used in analysing the qualitative data that had been collected. The study group of the research consists of 25 randomly selected 5th-grade students at Mavikent Secondary School in the centre of Isparta in the 2018-2019 academic year. As a result of the research, it has been observed that students' attitudes towards hidden program practices were positive. With this research, it is thought that as long as the hidden curriculum practices consummate the missing parts of the official program, it will give more effective results in gaining the targeted results in educational activities.\u003Cbr>Keywords: Hidden curriculum, student attitudes, science lesson. |\n| --- |\n| *Corresponding [author. E-mail: mevlutgunduz@sdu.edu.tr](author. E-mail: mevlutgunduz@sdu.edu.tr).\u003Cbr>\\#This article was produced from the master's thesis completed in 2020 under the supervision of Mevlüt G ündüz. |\n\nINTRODUCTION  \nIn the ever-evolving and dynamic global landscape, nations are engaged in a competitive race with each other, striving to elevate both their economic and social living standards. Within countries, both governmental and private institutions are actively engaged in various domains of work to stay competitive and advance their positions. In this context, education occupies a prominent role as a key area of focus (Gündoğdu, 2020) . Consequently, nations require structured and systematic programs to effectively manage and execute their educational endeavors. In our country as well, the educational curriculum to be implemented in schools is determined by the Ministry of National Education (MONE) . The officially prescribed curriculum, consisting of objectives and subjects outlined by the MEB, is referred to as the formal curriculum. Subsequently, during the implementation phase, the MEB maintains control and oversight over this curriculum (Yıldırım, 2015) . Despite the uniform application of the same official curriculum in both  \npublic and private schools, variations in the degree of achievement of the intended objectives within the official curriculum have been observed (Adıay, 2011) . Among the multiple reasons for these discrepancies across schools, one contributing factor is the concept of the hidden curriculum .  \nAlongside the explicit, planned formal curriculum applied in educational institutions, the hidden curriculum, termed the hidden curriculum, encompasses the effects on students stemming from their social experiences, societal relationships, the attitudes, values, and beliefs of the educational institution's administrative unit, the implementers of the formal curriculum, namely the teachers, as well as the expectations and desires of parents (Beydoğan, 2012; Gün, 2018) . A review of the literature reveals that this concept is denoted by various terms such as \"hidden curriculum,\" \"covert curriculum,\"\"undisclosed curriculum,\" \"hidden syllabus,\" and \"nonwritten curriculum\" (Yüksel, 2005) . The hidden curriculum  \nAfr Educ Res J 492  \nis composed of all knowledge, ideas, and practices —planned or spontaneous — that emerge within the teaching-learning process, extending beyond the explicitly stated aims an","cbCaipKfK1ZRWhrC","https://ap.wps.com/l/cbCaipKfK1ZRWhrC","pdf",392692,11,"English","# Abstract\n# Introduction\n## Formal curriculum vs hidden curriculum\n## Characteristics and effects on students\n## Importance for science education","[{\"question\":\"What is the main objective of the research?\",\"answer\":\"To reveal 5th-grade students’ views about hidden curriculum practices carried out in the science course.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a qualitative design, with interviews to determine students’ views and descriptive analysis to analyze the collected qualitative data.\"},{\"question\":\"What were the key findings about students’ attitudes?\",\"answer\":\"Students’ attitudes toward hidden curriculum practices were observed to be positive.\"}]","African Educational Research Journal - Hidden Curriculum Practices in Science Class | PDF",1792071466,28]