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

Year 2023, Volume: 17 Issue: 2, 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

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