Türkiye'de Fen Bilimleri Dersi Öğretim Programları ve Fen Bilimleri Öğretmeni Yetiştirme: Dünü, Bugünü ve Geleceği

Year 2023, , 929 - 962, 02.01.2024

İsmail Dönmez , Salih Gülen

https://doi.org/10.17522/balikesirnef.1371492

Abstract

Bu makale, Türkiye'deki fen bilimleri dersi öğretim programları ve fen bilimleri eğitimi programlarındaki zorlukların altını çizmektedir. Ayrıca hem bu zorluklar hem de mevcut fırsatlar öğretmenler, eğitimciler ve politika yapıcılar için analiz edilmektedir. Bu literatür taramasının amacı Türkiye'de fen bilimleri dersi öğretim programının tarihsel gelişimini ve fen bilimleri öğretmeni yetiştirmeye yönelik politikaları belirtmektir. Bu araştırma kapsamında 2005 öncesi, 2005, 2013 ve 2018 yılı fen bilimleri dersi öğretim programları ihtiyaçlar, beklentiler ve program çıktıları açısından analiz edilmiştir. Türkiye'deki fen bilimleri öğretmeni yetiştirme programlarının gelişim süreci (1998, 2007 ve 2018) değerlendirilerek gelecekte olası program değişiklikleri tartışılmıştır. Programların zaman içerisinde çağın standartlarına uygun olarak güncellendiği bulgulardan anlaşılmaktadır. Ancak öğretmen yetiştirme programlarının güncellemelere ayak uyduramadığı, bunun da eğitimin kalitesi, uluslararası sınavlar gibi farklı aşamalarda pek çok soruna yol açtığı gözlemlenmiştir. Bu literatür taramasında, eğitim uygulamalarından ve özellikle öğretim programlarının hazırlanmasından sorumlu Milli Eğitim Bakanlığı ile öğretmen yetiştirme politikalarından sorumlu Yükseköğretim Kurulu arasındaki koordinasyona yönelik öneriler sunulmuştur.

Keywords

Fen bilimleri dersi öğretim programı, Öğretmen eğitimi, Fen bilimleri eğitimi, Türkiye.

Science Curricula and Science Teachers Training in Turkey: Past, Present and Future

Abstract

The article highlights the challenges to science curricula and science teaching programs in Turkey and analyzes both these challenges and the opportunities that exist for teachers, teacher educators, policymakers. The aim of this literature review is to identify the historical development of the science curricula and the policies for science teacher training in Turkey. This research encompasses an analysis of the science curricula from before 2005, and those of 2005, 2013, and 2018, focusing on their alignment with educational needs, expectations, and curriculum outcomes. The evolution of science teacher training programs in Turkey for the years 1998, 2007, and 2018 has been assessed, and potential future modifications to these programs have been deliberated. The findings reveal that although curricula have been progressively updated to meet contemporary standards, teacher training curricula have not kept pace, resulting in numerous issues including compromised education quality and performance in international exams. The review offers recommendations for educational practices, emphasizing the need for coordinated efforts between the Ministry of National Education in curriculum development and the Turkish Council of Higher Education in shaping teacher training policies.

Keywords

Science curriculum, Teacher training, Science education, Turkey

References

• Anıl, D. (2009). Factors effecting science achievement of science students in programme for international students’ achievement (PISA) in Turkey. Education and Science, 34(152), 87-100. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/594
• Ayas, A., Çepni., S., & Akdeniz, A. R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440. https://doi.org/10.1002/sce.3730770406
• Aydın, S., & Çakıroğlu, J. (2010). Teachers’ views related to the new science and technology curriculum: Ankara case. Elementary Education Online, 9(1), 301-315. https://ilkogretim-online.org/fulltext/218-1596820034.pdf?1697571980
• Bahar, M., Yener, D., Yılmaz M., & Emen, H., Gürer, F. (2018). The changes of standards in the 2018 science curriculum and STEM integration. Abant İzzet Baysal University Journal of Education Faculty, 18(2), 702-735. https://doi.org/10.17240/aibuefd.2018..-412111
• Bakaç, E. (2019). 2005 Science and technology curriculum, comparison of 2013 and 2018 science curriculum. Journal of Human Sciences, 16(3), 857-870. https://doi.org/10.14687 / jhs.v16i3.5386
• Bakırcı, H., & Kutlu, E. (2018). Determining the views of science teachers about STEM approach. Turkish Journal of Computer and Mathematics Education, 9(2), 367-389. https://doi.org/10.17762/turcomat.v9i2.181
• Balbağ, Z., Leblebicier, K., Karaer, G., Sarıkahya, E., & Erkan, Ö., (2016). Science education and teaching problems in Turkey. Journal of Research in Education and Teachinig, 5(3), 12-23. http://www.jret.org/FileUpload/ks281142/File/02.m._zafer_balbag.pdf
• Balbay, S., Pamuk, İ., Temir, T., & Doğan, C. (2018). Issues in pre-service and in-service teacher training programs for university English instructors in Turkey. Journal of Language and Linguistic Studies, 14(2), 48-60. https://www.jlls.org/index.php/jlls/article/view/856
• Bayrak, B., & Erden, A.M. (2007). The evaluation of science curriculum. Kastamonu Education Journal, 15(1), 137-154. https://dergipark.org.tr/tr/pub/kefdergi/issue/49108/626704
• Benli Özdemir, E., & Arık, S. (2017). Teachers evaluation of the 2005 science and technology and 2013 science course curriculum. Ahi Evran University Kırşehir Faculty of Education Journal, 18(Special Issue), 31-44. https://dergipark.org.tr/tr/pub/kefad/issue/59263/851386
• Budak, L., & Budak, Ç. (2014). Turkey republic to elementary school programs from the Ottoman Empire (1870-1936). International Turkish Literature Culture Education Journal, 3(1), 377-393. https://doi.org/10.7884/teke.270
• Bukova-Güzel, E., &Alkan, H. (2005). Evaluating Pilot Study of Reconstructed Turkish Elementary School Curriculum. Educational Sciences: Theory & Practice, 5 (2), 385-420. https://eds.s.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=4796230a-45c4-4c5f-90f4-af0b83a545e8%40redis
• Buluş Kırıkkaya, E. (2009). Opinions of Science Teachers in Primary Schools Related to Science and Technology Program. Journal of Turkish Science Education, 6(1), 133-148. https://www.tused.org/index.php/tused/article/view/113/70
• Bütüner, S. Ö., & Uzun, S., (2011). Fen öğretiminde karşılaşılan matematik temelli sıkıntılar: fen ve teknoloji öğretmenlerinin tecrübelerinden yansımalar [Mathematics-Based Problems Encountered in Science Teaching: Reflections from the Experiences of Science and Technology Teachers]. Journal of Theoretical Educational Science, 4(2), 262-272. https://dergipark.org.tr/en/download/article-file/304177
• Canado, M. L. P., (2018). Innovations and challenges in CLIL teacher training. Theory into Practice, 57, 212–221. https://doi.org/10.1080/00405841.2018.1492238
• Candaş, B., Kıryak, Z., Kılınç, A., Güven, O., & Özmen, H. (2019). Comparison of 2013 and 2018 science curriculums in terms of general trends and approaches. YYU Journal of Education Faculty, 16(1), 1668-1697. http://dx.doi.org/10.23891/efdyyu.2019.176
• Cengiz, E. (2019). Thoughts of science teachers about updated in 2018 science course (5, 6, 7, and 8) teaching program. Academia Journal of Educational Research, 4(2), 125-141. https://dergipark.org.tr/en/download/article-file/834265
• Childs, P. E. (2015). Curriculum development in science-past, present and future. LUMAT: International Journal on Math, Science and Technology Education, 3(3), 381-400. https://doi.org/10.31129/lumat.v3i3.1036
• Coşkun, B. (2005). İlköğretim dördüncü ve beşinci sınıf ve öğrencilerinin yeni Türkçe dersi öğretim programıyla ilgili görüşleri üzerine nitel bir araştırma [A qualitative research on the opinions of primary school fourth and fifth grade students about the new Turkish course curriculum]. Educational Sciences: Theory & Practice, 5(2), 421-476. https://search.trdizin.gov.tr/tr/yayin/detay/50384/ilkogretim-dorduncu-ve-besinci-sinif-ve-ogrencilerinin-yeni-turkce-dersi-ogretim-programiyla-ilgili-gorusleri-uzerine-nitel-bir-arastirma
• Council of Higher Education [CoHE] (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) (Teacher training and education faculties). Ankara: Higher Education Council. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/ogretmen-yetistirme-ve-egitim-fakulteleri.pdf
• Council of Higher Education [CoHE] (2018). Yeni öğretmen yetiştirme lisans programları [New teacher training undergraduate programs]. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
• Council of Higher Education [CoHE], (2020). YÖK lisans atlası [CoHE undergraduate atlas]. https://yokatlas.yok.gov.tr/lisans-anasayfa.php
• Council of Higher Education [CoHE]. (1998). Eğitim fakültesi, öğretmen yetiştirme lisans programları [Faculty of education, teacher training undergraduate programs]. CoHE publications. https://www.yok.gov.tr/Documents/Yayinlar/Yayinlarimiz/egitim-fakultesi-ogretmen-yetistirme-lisans-programlari-mart-1998.pdf
• Creswell, J. W., & Plano Clark, V.L. (2011). Designing and conducting mixed methods Research (2nd ed.). Sage Publications
• Çakır, E., & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi University Journal of Gazi Educational Faculty, 38(1), 75-99. https://dergipark.org.tr/en/pub/gefad/issue/36713/342857
• Çeken, R. (2010). The attitudes of elementary science and technology students educated based on the curriculum in effect before and after the 2005 program change. Dicle University Journal of Ziya Gökalp Education Faculty, 14, 38-48. https://dergipark.org.tr/en/download/article-file/787091
• Çetinkaya, M., Taş, E., & Ergun, M. (2013). Comparison of science teacher education programmes in Turkey and Finland. Mustafa Kemal University Journal of Social Sciences Institute, 10(24), 113-130. https://dergipark.org.tr/tr/pub/mkusbed/issue/19560/208247
• Delen, İ., & Kesercioğlu, T. (2012). How middle school students’ science process skills affected by turkey’s national curriculum change? Journal of Turkish Science Education, 9(4), 3-9. https://www.tused.org/index.php/tused/article/view/465
• Demir, Y., Sipahi, S., Kahraman, S., & Yalçın, M. (2007). Pre-service science teachers’ levels of awareness about topics, units and concepts in primary science curriculum, Kastamonu Education Journal, 15(1), 231-240. https://dergipark.org.tr/tr/pub/kefdergi/issue/49108/626718
• Deveci, İ. (2018). Comparison of 2013 and 2018 science curricula in terms of basic elements in Turkey. Mersin University Journal of the Faculty of Education, 14(2), 799-825. https://doi.org/10.17860/mersinefd.342260
• Deveci, İ., Konuş, F. Z., & Aydız, M. (2018). Investigation in terms of life skills of the 2018 Science Curriculum Acquisitions. Journal of Çukurova University Faculty of Education, 47(2), 765-797. https://doi.org/10.14812/cuefd.413514
• Dindar, H., & Yaygın, S. (2007). Teachers’ perceptions about the transition process to elementary school science and technology teaching curriculum. Kastamonu Education journal, 15(1), 185-198. https://dergipark.org.tr/tr/pub/kefdergi/issue/49108/626713
• Doğan, Y. (2010). The problems encountered during the implementation of science and technology curriculum. Yüzüncü Yıl University, Journal of Education Faculty, 7(1), 86-106. https://dergipark.org.tr/tr/pub/yyuefd/issue/13709/165982
• Doyle, J., Sonnert, G., & Sadler, P., (2020). How professional development program features impact the knowledge of science teachers. Professional Development in Education, 46(2), 195-210. https://doi.org/10.1080/19415257.2018.1561493
• Dönmez, İ. (2020). A phenomenological study on the problems of science teachers in the eastern Anatolia region, Turkish Studies- Education, 15(1), 91-111. http://dx.doi.org/10.29228/TurkishStudies.40180
• Erdoğan, M. (2007). An analysis of a newly developed fourth and fifth grade science and technology course curriculum: A qualitative study. The Journal of Turkish Educational Sciences, 5(2), 221-254. https://dergipark.org.tr/en/pub/tebd/issue/26116/275136
• Faisal, & Martin, S. N. (2019). Science education in Indonesia: Past, present, and future. Asia-Pacific Science Education, 5(4), 2-29. https://doi.org/10.1186/s41029-019-0032-0
• Filiz, S. B., & Kaya, V. H. (2013). An examination of the relationship between the curriculum of science and technology course in elementary education and undergraduate and graduate programs of science teacher education in terms of philosophy, objective and content. The Journal of Turkish Educational Sciences, 11(2), 185-208. https://dergipark.org.tr/en/download/article-file/256161
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). McGraw-Hill.
• Geesa, R. L., İzci, B., Song, H., & Chen, S. (2019). Exploring the roles of students’ home resources and attitudes towards science in science achievement: A comparison of South Korea, Turkey, and the United States in TIMSS 2015. Asia-Pacific Science Education, 5(1), 2-22. https://doi.org/10.1186/s41029-019-0038-7
• Gilbert, J., Treagust, D. F., & Gobert, J. (2003). Science Education: From the past, through the present, to the future. International Journal of Science Education, 25(6), 643-644. https://doi.org/10.1080/09500690305019
• Glesne, C. (2013). Introduction to qualitative research (Ersoy, A., & Yalcinoglu, P., Trans. Eds.). Anı Publishing.
• Güneş Koç, R. S., & Kayacan, K., (2018). The views of science teachers about engineering design skills. Turkish Studies, 13(19), 865-881. http://dx.doi.org/10.7827/TurkishStudies.13771
• Güngör, M., & Bekmezci, S. M. (2023). Fen başarısı açısından okullar arası farklar: TIMSS 2019 [Differences Between Schools in terms of Science Achievement: TIMSS 2019]. In International Conference on Frontiers in Academic Research, 1, 21-26. https://as-proceeding.com/index.php/icfar/article/view/25
• Hsu, P., Lee, E. M., Smith, T. J., & Kraft, C. (2020). Exploring youths’ attitudes toward science in a Makerspace-infused after-school program. Interactive Learning Environments, 31(1), 355–369. https://doi.org/10.1080/10494820.2020.1786408
• Kang, D. Y. (2019). Past, present, and future of gifted science education in Korea: a historical perspective. Asia-Pacific Science Education, 5(1), 2-16. https://doi.org/10.1186/s41029-019-0045-8
• Karatay, R., Timur, S., & Timur, B. (2013). Comparison of 2005 and 2013 science course curricula. Adıyaman University Journal of Social Sciences, 6(15), 233-264. https://doi.org/10.14520/adyusbd.709
• Kavcar, C. (2002). Cumhuriyet döneminde dal öğretmeni yetiştirme [Training of branch teachers in the Republican period]. Ankara University Journal of Faculty of Educational Sciences, 35(1), 1-14. https://doi.org/10.1501/Egifak_0000000058
• Keskinkılıç Yumuşak, G. (2017). Comparative analysis of 2005 science and technology and 2013 science curriculum matter and change learning area achievements. Bartin University Journal of Faculty of Education, 6(2), 596-613. https://doi.org/10.14686/buefad.289474
• Koç, E., Yıldırım, H. İ., & Bal, Ş. (2008). Comparison of the middle school science curriculum with science questions of high school entrance examinations with consideration of student’s personal information. Ahi Evran University Kırşehir Faculty of Education Journal, 9(3), 35-48. https://dergipark.org.tr/tr/pub/kefad/issue/59524/855995
• Küçüköner, Y., (2011). Problems in the application of science and technology course curriculum’s in 2005 and solution suggestions with teacher’s opinion. Erzincan University Journal of Education Faculty, 13(2), 11-37. https://dergipark.org.tr/en/pub/erziefd/issue/6008/80100
• Kuran, K., & Kanatlı, F. (2009). The evaluation of classroom teachers' opinions on the alternative assessments techniques. Mustafa Kemal University Journal of Social Sciences Institute, 6(12), 209-234. https://dergipark.org.tr/en/pub/mkusbed/issue/19557/208441
• Kurtuluş, N., & Çavdar, O. (2011). Teachers’ and students’ views toward the activities of the primary science and technology curriculum. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(1), 1-23. https://dergipark.org.tr/en/pub/balikesirnef/issue/3372/46533
• Meriç, G., & Tezcan, R. (2005). Fen bilgisi öğretmeni yetiştirme programlarının örnek ülkeler kapsamında değerlendirilmesi (Türkiye, Japonya, Amerika ve İngiltere örnekleri) [Science teacher training programs evaluation of sample countries (Turkey, Japan, America and Britain Samples)]. Journal of Balıkesir University Institute of Science and Technology, 7(1), 62-82. https://dergipark.org.tr/en/pub/baunfbed/issue/24780/261805
• Ministry of National Education (MoNE) (1974). İlköğretim kurumlarının ihtisas komisyonları tarafından hazırlanan fen bilgisi eğitimi müfredatı [Science education curriculum of primary education institutions prepared by specialized commissions]. Tebliğler Dergisi [Journal of Announcements], 37(1797), 254. https://dhgm.meb.gov.tr/tebligler-dergisi/1974/1797-temmuz-1974.pdf
• Ministry of National Education (MoNE) (1992). İlköğretim kurumlarının ihtisas komisyonları tarafından hazırlanan fen bilgisi eğitimi müfredatı [Science education curriculum of primary education institutions prepared by specialized commissions]. Tebliğler Dergisi [Journal of Announcements], 53(2365), 570. https://dhgm.meb.gov.tr/tebligler-dergisi/1992/2365-agustos-1992.pdf
• Ministry of National Education (MoNE) (2005). İlköğretim fen ve teknoloji dersi; 4-5. Sınıf öğretim programı [Primary education science and technology lesson; 4th-5th grades teaching program]. Ministry of National Education
• Ministry of National Education (MoNE) (2013). Milli Eğitim Bakanlığı fen bilimleri dersi müfredatı (3-8). [Ministry of National Education Science course curriculum (3-8)]. Ministry of National Education
• Ministry of National Education (MoNE) (2018). Fen Bilimleri dersi müfredatı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science course curriculum (Primary and secondary school 3, 4, 5, 6, 7 and 8th grades)]. Ministry of National Education
• Ministry of National Education (MoNE) (2019a) National Education Statistics. http://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf
• Ministry of National Education (MoNE), (2019b). PISA 2018 Türkiye ön raporu [PISA 2018 Türkiye preliminary report]. https://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_pisa_2018_turkiye_on_raporu.pdf
• Ministry of National Education (MoNE) (2020), 2023 eğitim vizyonu [Educational Vision of 2023]. https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_E%C4%9Fitim%20Vizyonu.pdf
• Muñoz-Campos, V., Franco-Mariscal, A., & Blanco-López, A., (2020). Integration of scientific practices into daily living contexts: a framework for the design of teaching-learning sequences. International Journal of Science Education, 42(15), 2574-2600. https://doi.org/10.1080/09500693.2020.1821932
• Özata Yücel, E., &Kanyılmaz, B. M. (2018). Evaluation of teachers’ opinions on aiming to upskill the primary school students with the life skills in science curriculum. Journal of Qualitative Research in Education, 6(3), 10-33. https://doi.org/10.14689/issn.2148-2624.1.6c3s.1m
• Özata-Yücel, E., & Özkan, M. (2013). Comparison of 2013 science education curriculum with the 2005 science and technology curriculum in terms of environmental topics. Journal of Uludag University Faculty of Education, 26(1), 237-265. https://dergipark.org.tr/en/download/article-file/153502
• Özcan, H., & Küçükoğlu, M. (2014). 2004 ve 2013 Fen öğretim programlarının kazanımlar açısından karşılaştırılmasına yönelik öğretmen görüşleri [Teachers' views on comparing 2004 and 2013 science education programs in terms of achievements]. 11th National Science and Mathematics Education Congress Abstract Booklet, Adana. https://avesis.cu.edu.tr/yayin/27884324-02e0-4d7d-a582-087fa4accd3a/xi-ulusal-fen-bilimleri-ve-matematik-egitimi-kongresi
• Özcan, H., Oran, Ş., & Arık, S. (2018). The comparative study of 2013 and 2017 year‘s science education curricula in terms of teacher views. Baskent University Journal of Education. 5(2), 156-166. https://buje.baskent.edu.tr/index.php/buje/article/view/146/99
• Özdemir, A. M. (2007). Evaluation of the difficulties encountered in the application of the 2005 science and technology lesson program in the 4th and 5th grades of primary schools (Afyonkarahisar Province Example) [Unpublished master's thesis]. Afyonkarahisar Kocatepe University
• Özyurt, Y., Bahar, M., & Nartgün, Z. (2014). Fen bilimleri dersi öğretim programlarının (2005-2013) ölçme ve değerlendirme anlayışlarının karşılaştırılması ve 5. sınıf ders kitaplarına yansımaları [Comparison of science education curriculum (2005-2013) measurement-evaluation approaches and their reflections on 5th grade textbooks]. 11th National Science and Mathematics Education Congress Abstract Booklet, Adana. https://avesis.cu.edu.tr/yayin/27884324-02e0-4d7d-a582-087fa4accd3a/xi-ulusal-fen-bilimleri-ve-matematik-egitimi-kongresi
• Park, J., (2019). Elementary science teacher education in Korea: past, present, and future. Asia-Pacific Science Education, 5(20). https://doi.org/10.1186/s41029-019-0041-z
• Parlar, H., & Halisdemir, M. (2020) Examination of PhD thesis about teacher training in Turkey. OPUS International Journal of Society Researches, 16(24), 2674 – 2696. https://doi.org/10.26466/opus.596629
• Peker, D., & Dolan, E. L. (2014). Guiding students’ scientific practice: distinct and common roles for teachers and scientists. SAGE open, 4(1), 1-16. https://doi.org/10.1177/2158244014525413
• Rennie, L., & Stocklmayer, S. M. (2010). The communication of science and technology: Past, present and future agendas. International Journal of Science Education, 25(6), 759-773. https://doi.org/10.1080/09500690305020
• Rogan J. M., & Grayson, D. J. (2003) Towards a theory of curriculum implementation with particular reference to science education in developing countries, International Journal of Science Education, 25(10), 1171-1204. https://doi.org/10.1080/09500690210145819
• Rolfsman, E. (2020). Swedish students in the process of transition to upper secondary education – factors of importance for educational choice and for their future. Education Inquiry, 11(4), 331-359. https://doi.org/10.1080/20004508.2020.1746480
• Rudolph, J. L. (2008). Historical writing on science education: a view of the landscape. Studies in Science Education, 44(1), 63-82. https://doi.org/10.1080/03057260701828143
• Saraç, E., & Yıldırım, M. (2019). 2018 Teachers' views on 2018 science curriculum. Academy Journal of Educational Sciences, 3(2), 138-151. https://dx.doi.org/10.31805/acjes.641002
• Sarı, H. İ. (2020). Distance education in lockdown period: Why we should not quarantine measurement and evaluation? International Journal of Scholars Researchers, 3(1), 121-128. https://dergipark.org.tr/en/download/article-file/1181932
• Sarı, T., & Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Turkish Studies, 15(4), 959-975. https://dx.doi.org/10.7827/TurkishStudies.44335
• Şengül, S. H., Çetin, G., & Gür, H. (2008). The primary school science teachers’ problems in science teaching. Journal of Turkish Science Education, 5(3), 82-88. https://www.tused.org/index.php/tused/article/view/679
• Şeren, M. (2008) Village Institutes in terms of Teacher Training. Gazi University Journal of Gazi Education Faculty, 28(1), 203-226. https://dergipark.org.tr/en/pub/gefad/issue/6748/90734
• Şimşek, H, Hırça, N, Coşkun, S, & Coşkun, S. (2012). Primary science and technology teachers' selection of using teaching methods and techniques and the levels of their applications: the sample of Şanlıurfa city. Mustafa Kemal University Journal of Social Sciences Institute, 9(18), 249-268. https://dergipark.org.tr/en/pub/mkusbed/issue/19552/208334
• TEDMEM. (2019). 2018 eğitim değerlendirme raporu [2018 training evaluation report (TEDMEM Evaluation Series 5)]. Turkish Education Association. https://tedmem.org/storage/publications/February2023/pj9kbRso9dF9ObTILrP6.pdf
• Tekbıyık, A. (2018). Fen bilimleri öğretiminin temelleri ve öğretim programları [Foundations of science teaching and curricula]. In A. Tekbıyık & G. Çakmakçı (Eds.). Fen bilimleri öğretimi ve STEM etkinlikleri [Fundamentals of science education and teaching programs, Science education and STEM activities] (pp. 1-16). Nobel publishing
• Thiry, H., Archie, T., Arreola-Pena, M., & Laursen, S. (2017). Linkages between youth diversity and organizational and program characteristics of out-of-school-time science programs: a mixed-methods study. International Journal of Science Education, Part B, 7(2), 121-145. https://doi.org/10.1080/21548455.2015.1105397
• Thoma, B., Turnquist, A., Zaver, F., Hall, A. K., & Chan, T. M. (2019). Communication, learning and assessment: Exploring the dimensions of the digital learning environment. Medical Teacher, 41(4), 385-390. https://doi.org/10.1080/0142159X.2019.1567911
• Toraman, S., & Alcı, B. (2013). Science and technology teachers’ opinions about renewed science lesson curriculum. EKEV Academy Journal, 17(56), 11-22. https://dergipark.org.tr/en/download/article-file/2531020
• Tuan, H., & Lu, Y. (2019). Science teacher education in Taiwan: Past, present, and future. Asia-Pacific Science Education, 5(15), 2-22. https://doi.org/10.1186/s41029-019-0044-9
• Turan, Ü., &. Kayıkçı, K. (2019). The role of school guidance services in selection of occupation for students in high schools. E-International Journal of Educational Research, 10(1), 14-33. https://doi.org/10.19160/ijer.514256
• Tüysüz, C., & Aydin, H. (2009). The elementary school science and technology teachers’ perceptions toward to new science and technology curriculum. Gazi University, Journal of Gazi Education Faculty, 29(1), 37-54. https://dergipark.org.tr/en/download/article-file/77089
• Ültanır, E., & Ültanır, Y. G. (2018). Comparing teacher competencies formed by Professional teaching knowledge lectures in terms of teacher training moves in Turkey and Germany. International Journal of Curriculum and Instruction, 10(2), 14-29. https://ijci.globets.org/index.php/IJCI/article/view/172
• Ünsal, Y., Aksu, Ö., & Semercioğlu, K. (2008). Expectations of primary teachers and inspectors about the new science and technology curriculum in Turkey. Journal of Turkish Science Education, 5(1), 88-98. https://www.tused.org/index.php/tused/article/view/24
• Webb, S. (2019). Diversifying digital learning: Online literacy and educational opportunity. Innovations in Education and Teaching International, 56(5), 675. https://doi.org/10.1080/14703297.2019.1647991
• Wei, B. (2019). Science teacher education in Macau: a critical review. Asia-Pacific Science Education, 5(1), 1-13. https://doi.org/10.1186/s41029-019-0036-9
• Yadigaroğlu, Y, Demi̇rci̇oğlu, D., & Demi̇rci̇oğlu, D. (2017). The level of pre-science student teachers of relating their chemistry knowledge in daily life. Ege Journal of Education, 18(2), 795-812. https://doi.org/10.12984/egeefd.310426
• Yaz, Ö. V., & Kurnaz, M. A. (2020). Comparative analysis of the science teaching curricula in turkey. SAGE open, 10(1). https://doi.org/10.1177/2158244019899432
• Yaz, V., & Kurnaz, M. A. (2017). The examination of 2013 science curricula. International Journal of Turkish Education Sciences, 5(8), 173-184. https://dergipark.org.tr/en/pub/goputeb/issue/34591/382211
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
• Yurdatapan, M. (2011). The historical evaluation of science teaching programs of 6, 7 and 8. grades of primary education from the perspective of the field of biology. Journal of Çukurova University Institute of Social Sciences, 20(1), 41-60. https://dergipark.org.tr/en/download/article-file/50650
• Zhu, X., & Liu, J. (2020). Education in and after COVID-19: Immediate responses and long term visions. Postdigital Science and Education, 1(5), 695–699. https://doi.org/10.1007/s42438-020-00126-3
• Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: current and future directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261