Evaluation of occupational health and safety learning unit in the context of ninth grade professional development workshop course

The purpose of this study was to provide information about evaluation of the outcomes of the Occupational Health and Safety learning unit of the ninth grade Vocational Development Workshop curricula. According to the opinions of school administrators and teachers, it is to determine whether the expected teacher roles, the methods and techniques used, the tools and materials used and the content of the textbook are implemented as stated in the programme. It aims to provide curriculum makers, practitioners and researchers in Turkey with information about the Occupational Health and Safety learning unit of the Professional Development Workshop curricula. Case study, one of the qualitative research methods, was used in the study. In addition, programme execution case study, one of the case study types, was used. The study group consists of 1 administrator who started to work in the high school in the 2019-2020 academic year and is still on duty, 1 assistant administrator who started to work in the high school in the 2018-2019 academic year and is still on duty, and 1 course teacher who started to teach in the high school in the 2020-2021 academic year and is still on duty. There are 34 students studying in the ninth grade as of the 2023-2024 academic year in the research group with different measurement tools (achievement test, interview and observation forms) used in the study. The 9-week observation process of the Professional Development Workshop curricula was evaluated according to Stufflebeam's curriculum evaluation model (CIPP) consisting of Context, Input, Product, Process. In the 'context' phase, the interview with the school administrator was taken into consideration. In the 'input and process' phase, interviews with the assistant administrator, course teacher and students and observation records were analysed. In the 'product' phase, the cognitive skills of the students were measured by applying the achievement test developed by the researcher. As a result of the research, when the results of the interviews with the school administrator in the 'Context' phase were evaluated, it was concluded that they prepared the school for education, but the physical structure of the school was out of the vocational high school standards, the building was predominantly classrooms, and the workshops were insufficient. When the results obtained in the 'Input' dimension were analysed, it was concluded that the targets were given importance, quantity was given importance and sufficient in-service training was given importance, but the targets should be revised in accordance with the current time and could not meet the conditions of the day. It was also concluded that the content of the textbook should be reorganised in accordance with the student level. When the 'Process' phase was examined, it was concluded that the teacher's classroom management was good, but when the methods and techniques used were examined, it was concluded that the lecture method was used too much. When the measurement and evaluation techniques in the 'product' phase were examined, it was seen that written examinations, performance and project assignments in the curriculum were included. When the findings related to cognitive skills were examined, it was concluded that there was a significant difference in the vocational high school students' vocational knowledge course achievement scores before and after the implementation of the Occupational Health and Safety learning unit. It was seen that the gains planned to be gained by the students in the programme were achieved positively and in favour of the students based on the pre- and post-implementation processes. It has been determined that the programme needs to be arranged by considering the process and product dimensions, and suggestions have been made for restructuring by prioritising the process phase in the teaching process.