Examining the 2018 Science Curriculum in the Context of the Basic Elements of the Curricula

Abstract

Araştırmanın amacı, 2018 yılında uygulanan fen bilimleri öğretim programını programın dört temel öğesi açısından incelemektir. Bu amaç doğrultusunda 2018 fen bilimleri öğretim programı amaç, içerik, öğrenme-öğretme süreci ve ölçme-değerlendirme öğeleri açısından değerlendirilmiştir. Nitel bir araştırma olan bu çalışmada veri toplama yöntemlerinden biri olarak doküman analizi kullanılmıştır. Araştırma soruları doğrultusunda elde edilen veriler, öğretim programlarının temel öğeleri olan amaç, içerik, öğrenme-öğretme süreci ve ölçme-değerlendirme temaları altında sunulmuştur. Çalışmanın sonuçlarına göre 2018 öğretim programının önceki programa yaklaşım açısından benzer olduğu söylenebilir. Eski programlarda yer almayan yenilikçi düşünme becerisinin 2018 öğretim programında yer aldığı görülmektedir. 2018 fen bilimleri öğretim programında bazı kazanımlar için etkinlik örneklerine yer verilmemiş ve açıklamalar yapılırken bazıları için ise açıklama yapılmamıştır. 2018 öğretim programının ölçme-değerlendirme boyutu açısından önceki programa göre daha zayıf olduğu görülmüştür. Önceki müfredatın öğretmenler açısından daha zengin ve faydalı bir içeriğe sahip olduğu söylenebilir.

Keywords

• Curriculum elements
• Curriculum evaluation
• science curriculum
• 2018 curriculum

Examining the 2018 Science Curriculum in the Context of the Basic Elements of the Curricula / 2018 Fen Bilimleri Ders Programının Ders Programının Temel Unsurları Bağlamında İncelenmesi

Abstract

The research aims to examine the science curriculum implemented in 2018 in terms of the four basic elements of the curriculum. In line with this purpose, 2018 science curriculum were evaluated in terms of objectives, content, learning-teaching process and measurement-evaluation elements. In this qualitative study, document analysis was used as one of the data collection methods. The data obtained in line with the research questions were presented under the themes of objectives, content, learning-teaching process and measurement-evaluation, which are the basic elements of curricula. According to the results of the study, it can be said that the 2018 curriculum is similar in approach to the previous curriculum. It is seen that the innovative thinking skill, which was not included in the old curriculums, is included in the 2018 curriculum. In the 2018 science curriculum, there were no examples of activities and explanations were given for some learning outcomes, while no explanation was given for others. It was observed that the 2018 curriculum was weaker than the previous curriculum in terms of measurement-evaluation dimension. It can be stated that the previous curriculum had a richer and more useful content for teachers.

Keywords

• Curriculum elements
• curriculum evaluation
• science curriculum
• 2018 curriculum.

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