Author(s): Okan SARIGÖZ• Zeki ÖZKARTAL
Hidden curriculum means latent learning which is not specified in a formal curriculum in schools as well as in an unwritten curriculum that sometimes can be more effective than the formal curriculum, rules that should be obeyed and practices and regulations in schools and classrooms that are the causes of them. The aim of this research is to determine the views of preservice teachers studying at Faculty of Education about implicit learning approach by considering some demographic variables. The sample of the research constitutes 326 preservice teachers studying at the Faculty of Education in Hakkari University in 2015-2016 school years. General Screening Model, one of the descriptive screening methods, and Mixed Model were used in the research. Validity and reliability studies of 21-item ‘Scale of Implicit Learning’ used in the research were conducted and Cronbach’s Alpha internal reliability coefficient was calculated as 0.87. According to the results obtained from the research, such results have been reached that preservice teachers studying at the Faculty of Education have knowledge about implicit learning, but their sensitivity to and awareness of implicit learning are unsatisfactory, there is no a significant difference of opinions between female and male preservice teachers depending on gender, however, there is a significant difference of opinions between the preservice teachers studying in various departments.
The Journal of International Social Research received 8982 citations as per Google Scholar report
