Fen Bilimleri Dersi Öğretim Programının Öğretmen Görüşlerine Göre SWOT Analizi

Year 2024, Volume: 53 Issue: 2, 681 - 717, 29.08.2024

Ahmet Tekbıyık , Banu Avşar Erümit , Tuğba Yüksel

https://doi.org/10.14812/cuefd.1356677

Abstract

Bu çalışmada 2018 Fen Bilimleri Dersi Öğretim Programı hakkında fen bilimleri öğretmenlerinin görüşleri SWOT analizi kullanılarak tespit edilmiştir. Ayrıca, öğretmen görüşlerinin Türkiye'nin farklı bölgelerine göre dağılımı ortaya konulmuştur. Çalışma, nitel araştırma yöntemlerinden biri olan olgu bilim (fenomenoloji) deseninde yürütülmüştür. Çalışmanın verileri SWOT analiz formu kullanılarak toplanmıştır. Öğretmenler görüşlerini form üzerinde öğretim programının dâhili unsurları olan güçlü ve zayıf yönler ile harici unsurlar olan fırsatlar ve tehditler temaları altında ifade etmişlerdir. Çalışmaya 196 fen bilimleri öğretmeni gönüllü olarak katılmıştır. Sonuçlar, programının güçlü yönlerinin tüm temalar arasında en yüksek kod frekansına sahip olduğunu göstermektedir. Örneğin değerler eğitiminin entegrasyonu en fazla frekansa sahip olan kodlardan birisi olarak ortaya çıkmaktadır. Ayrıca, bu çalışma bazı kodlar için önemli bölgesel farklılıkları da ortaya koymaktadır. Çalışmanın sonuçları programın hedeflerine ulaşma potansiyeli üzerinde etkisi olabilecek dâhili ve harici unsurlara ilişkin uygulayıcılara ve politika geliştiricilere önemli bilgiler sağlamaktadır. Ayrıca, eğitim programlarının çeşitli açılardan değerlendirilmesi için SWOT analizinin kullanılması önerilmektedir.

Keywords

Fen Öğretim Programı, SWOT Analizi, Program Geliştirme, Eğitim Programı, Fen Bilimleri Öğretmenleri

SWOT Analysis of the Recently Reformed Turkish Science Curriculum Based on Science Teachers’ Views

Abstract

This study utilized SWOT analysis to determine science teachers' perspectives on the new 2018 Science Curriculum (TSC2018), while also examining the distribution of these views across different regions of Türkiye. Employing a phenomenological design, a qualitative research approach. Data were gathered through a SWOT analysis form. Participants shared their opinions on the form, discussing the strengths and weaknesses (internal factors) of the curriculum, as well as the opportunities and threats (external factors). 196 science teachers volunteered for the study. Results indicate that strengths of the curriculum were the most frequently mentioned, with themes such as the integration of values in education highlighted prominently. Furthermore, regional disparities in perceptions were identified for certain themes. These findings offer valuable insights for educators and policymakers, shedding light on both internal and external factors that could influence the curriculum's effectiveness. The study suggests the adoption of SWOT analysis as a tool for evaluating training programs from diverse perspectives.

Keywords

Science Curriculum, SWOT Analysis, Curriculum Development, Educational Programs, Science Teachers

Ethical Statement

All rules included in the “Directive for Scientific Research and Publication Ethics in Higher Education Institutions” have been adhered to, and none of the “Actions Contrary to Scientific Research and Publication Ethics” included in the second section of the Directive have been implemented. Participants were informed and informed consent was obtained for their voluntary participation in the study.

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