İlköğretim Fen Dersi Öğretim Programlarında Bilimin Doğası: 2005 ve 2013 Programlarının İncelenmesi

Year 2015, Volume: 3 Issue: 2, 40 - 65, 07.08.2015

Muhammet Özden , Baki Cavlazoğlu

https://doi.org/10.14689/issn.2148-2624.1.3c2s3m

Abstract

Bu çalışma, 2005 ve 2013 fen dersi öğretim programlarında doğrudan öğretim yaklaşımına göre bilimin doğası ve bileşenlerine yer verilme durumunu incelemeyi amaçlamış ve temel nitel araştırma deseni kullanılarak gerçekleştirilmiştir. Temel nitel araştırma deseni, fen eğitimi programlarında bilimin doğası anlayışının gelişimini anlamak ve yorumlamak amacıyla işe koşulmuştur.Araştırma sorusuna yanıt verecek fen dersi öğretim programlarını belirlemek amacıyla amaçlı örnekleme yöntemlerinden biri olan ölçüt örnekleme stratejisinden yararlanılmıştır. Bu kapsamda veri kaynağı olarak kullanılacak dokümanları seçmek için şu ölçütler belirlenmiştir: (i) Programda bilim okuryazarlığı amaç olarak belirtilmelidir, (ii) Programda “bilimin doğası” ya da bilimin doğası ile yakından ilişkili olan “fen-teknoloji-toplum-çevre” konularına yer verilmelidir, (iii) Öğretim programı ilköğretim basamağı için hazırlanmış olmalıdır. Bu ölçütleri karşılayan 2005 Fen ve Teknoloji ve 2013 Fen Bilimleri Dersi Öğretim Programları temel veri kaynakları olarak belirlenmiştir. Veriler, nitel içerik analizi tekniğini kullanarak çözümlenmiştir.Araştırmada, her iki programın da bilimin doğasının bileşenlerine doğrudan yaklaşıma göre yer vermek bakımından oldukça yetersiz olduğu ve bilimin doğasının kimi bileşenlerine ise hiç yer verilmediği görülmüştür.Bilim okuryazarlığını gerçekleştirmek üzere 2013 Fen Bilimleri Dersi Öğretim Programı’nın bilimin doğası bakımından gözden geçirilmesi ve güçlendirilmesi önerilmektedir.

Keywords

İlköğretim fen dersi öğretim programı, bilim okuryazarlığı, bilimin doğası

Nature of Science in Turkish Elementary Science Education Curriculum: An Investigation of 2005 and 2013 Curricula

Abstract

In the present study, using a basic qualitative research design NOS aspects regarding explicit approach in 2005 and 2013 Turkish elementary school science curricula was investigated. This research design approach helped us to explore the curricula by comparing their NOS aspects within a qualitative research perspective. In order to answer our research questions, criterion sampling strategy was used. To do so, three criteria were considered: (i) targeted curriculum should have a goal for scientific literacy, (ii) targeted curriculum should include topics about NOS or related topics to NOS such as sciencetechnology-society-environment, (iii) targeted curriculum should be developed for elementary school level science classrooms. Therefore, 2005 and 2013 Turkish elementary school science curricula, which met our sampling criteria, were our sample in this study. In analyzing these two curricula, a qualitative content analysis technique was employed. Based upon our analysis we found that both 2005 and 2013 Turkish elementary school science curricula ignored some aspects of NOS in terms of explicit approach and did not contain a sufficient level of NOS aspects. It can be suggested that 2013 Turkish elementary school science curricula should be revised and empowered in terms of nature of science to achieve scientific literacy

Keywords

Elementary science education curricula, scientific literacy, nature of science

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