How Science is taught in the Secondary and High School Levels in Romania?

Year 2014, Volume: 29 Issue: 29-1, 74 - 86, 23.07.2014

Liliana Cıascaı Lavinia Haıduc Calin Felezeu

Abstract

Başlıkta belirtilen suala cevap bulmak için, 82 fizik, kimya ve biyoloji öğretmenine öğretim yöntemlerine, ödev derslerine ve öğrencileri ne şekilde değerlendirdiklerine dair sorular sorulmuştur. Ayrıca, bu öğretmenlerden ne gibi sürekli oluşturma programlarına katıldıklarını da belirtmeleri rica edilmişti. Bu araştırmanın başlıca neticesi şudur ki, öğretmenler kurama ağırlık vererek, öğrencilerini bilimsel deney ve araştırmalara çok az derecede içeriyorlar. Bu durumun izahını fen öğretmenlerin başlanğıç ve sürekli oluşturma programlarında psikoloji, pedagoji, eğitim idareciliği ve bilgisayar aracılığı ile öğrenim dalları en önemli yerleri tutmaktalardır. Fen derslerinin öğretim alanındaki hazırlıkları güncelleştirme gereksinime bu programlarda lazım olan önem verilmemektedir. Uluslararası uygulanan testlerde Romen (ve başka ülkelerden de) öğrencilerin yetersiz puan aldıklarını da göz önünde tutarak, bu araştırmamızda fen derslerinin etkiliğini sual altına almakla beraber, fen derslerini öğretme ve fen öğretmenlerini oluşturma sorunları ile alakalı bazı öneriler de ileri sürülmektedir.

Keywords

Fen öğretmesi, öğretmen oluşturması, öğrenci değerlendirmesi.

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