Türkiye Kimya Eğitimi Doktora Tezlerinde Eğilimler

Öz

Problem Durumu: YÖK (Yüksek Öğretim Kurulu)/Dünya Bankası Milli Eğitimi Geliştirme projesi kapsamında 1998 yılında eğitim fakülteleri yeniden yapılandırılmış ve işlevlerinde köklü değişikliklere gidilmiştir. Bu tarihten sonra Türkiye’de kimya eğitim araştırmalarında önemli artış gözlenmiştir. Eğitim fakültelerinde görev yapan akademisyenlerin eğitim bilimleri, öğretmen eğitimi ve alan eğitimi gibi alanlara yönlenmesi ile kimya eğitim alanı gelişmiş ve 2000‘li yıllarda büyük bir ivme yakalayarak 2000’li yılların ortalarında zirve yapmıştır. Artan yayın sayısı ile birlikte kimya eğitim alanında farklı niteliklerde çalışmalar ortaya konmuştur. Her hangi bir konu üstüne çalışan araştırmacılar o konu ile ilgili yapılan araştırmalara ulaşırken zorluk çekmekte ve fazla sayıda olan çalışmalara ulaşmak için zaman kaybetmektedirler. Alanda ne tür araştırmalara ihtiyaç olduğunu belirleyerek gelecek çalışmalara yön verecek araştırmaların önemi artmaktadır. Bundan dolayı kimya eğitim alanında yapılan çalışmaların ve bu çalışmalardan elde edilen sonuçların yakından takip edilerek alandaki eğilimlerin belirlenmesi bu alanda çalışma yapan bilim insanlarına yol gösterici nitelikte olacaktır. Doktora tezleri, ilgili alanın bilimsel bir disiplin olarak gelişmesine katkıları olan, diğer araştırmalara göre daha kapsamlı, uzun süreli ve özgün olmaları nedeniyle önemli çalışmalardır. Doktora tezlerinden bilime yenilik getirmeleri beklenmektedir. Doktora tezleri, alan eğitiminde araştırma konularının ve yöntemlerinin yaygınlığını görmek, zamanla eğilimin nasıl değiştiğini ve güncel durumun genel görünümü hakkında bilgi vermek açısından önemli bir veri kaynağıdır.

Araştırmanın Amacı: Türkiye’de eğitim fakültelerinin yeniden yapılanmasından sonra son yirmi yıl içinde (1999-2019) kimya eğitimi alanında gerçekleştirilen doktora tezlerini içerik analizi yapmaktır. Kimya eğitim alanında Türkiye’de tamamlanan doktora tezleri; konusu, yöntemi, hangi üniversitelerde yapıldığı, yıllara göre dağılımı, kullanılan öğretim yaklaşımı, hangi kimya konularının çalışıldığı, örneklemi, kullanılan veri toplama araçları ve veri analiz yöntemleri açısından incelenmiştir.

Araştırmanın Yöntemi: Bu araştırma, nitel araştırma yaklaşımlarından doküman inceleme kullanılarak gerçekleştirilmiştir. Bu araştırmada incelenen dokümanlar Türkiye’de 1999-2019 yılları arasında kimya eğitimi alanında yapılan doktora tezleridir. Elde edilen tezler betimsel içerik analizine tabi tutulmuştur. YÖK tez veri tabanı kullanılarak kapsamlı bir tarama yapılmış ve 168 doktora tezi araştırmaya dahil edilmiştir. Elde edilen tezlerin analizi Sözbilir, Kutu ve Yaşar (2012) tarafından geliştirilen “Yayın Sınıflama Formu (YSF)” ile yapılmıştır. Tezlerin içerik analizinin güvenilirliğini sağlamak için incelenen 168 doktora tezi araştırmacı tarafından bir ay arayla iki kez sınıflandırılmıştır. İki inceleme arasındaki uyum %94 düzeyinde çıkmıştır.

Anahtar Kelimeler

• Kimya eğitimi
• içerik analizi
• doktora tezi
• eğilim

Trends in PhD Theses in Turkish Chemistry Education (1999-2019)

Abstract

Purpose: This study analyzes the content of doctoral theses completed in chemistry education within the last two decades (1999-2019) after the restructuring of education faculties in Turkey. This study examines the doctoral dissertations completed in chemistry education in 1999-2019 concerning their year of publication, university, objective, research design, sample properties, data collection tools and data analysis methods.

Research Methods: This study was conducted using the qualitative research method of document review. The documents analyzed as part of this study were PhD theses completed in chemistry education in Turkey in 1999-2019. The theses were subjected to descriptive content analysis.

Findings: The findings obtained in this study showed that the number of theses began to increase in 2001 and reached its peak in 2012, before beginning to taper off in the following years. The Middle East Technical University published the highest number of theses. It was observed that most theses concerned the development and implementation of a teaching method. Quasi-experimental designs featured prominently as a research method, with most samples comprising high-school-level study groups. Although examples of quantitative research were more on the whole, in recent years, there was a higher number of studies based on mixed and qualitative research. Interviews and concept testing/achievement tests were frequently observed as data collection tools, while inferential and descriptive statistics were predominantly brought to bear as data analysis methods.

Implications for Research and Practice: This findings obtained in this study suggest that more emphasis should be placed on graduate courses that teach research methods, incorporating more practice sessions because the research methods used in the theses were not specified appropriately by the researchers. There is also a need, in keeping with international trends, to focus more on mixed method research, and to increase the number of qualitative studies, which do a better job of exploring educational environments naturally.

Keywords

• chemistry education
• content analysis
• PhD thesis
• trend

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