TÜRKİYE’DE GERÇEKLEŞEN FEN EĞİTİMİ REFORMUNUN GELECEĞİ: AŞILMASI GEREKEN ENGELLER

Year 2010, Volume: 11 Issue: 4, 79 - 96, 01.11.2010

Serhat İrez Mustafa Çakır

Abstract

Bu çalışma Türk ortaöğretim biyoloji öğretmenlerinin bilim ve bilimin doğasına yönelik anlayışlarını tespit etmek ve bu anlayışların yeni ortaöğretim biyoloji programının vizyonu ve epistemolojik temelleri ile uyumlu olup olmadığını araştırmak amacı ile yapılmıştır. Bu amaçla, çalışmanın ilk kısmında eski ve yeni biyoloji öğretim programlarının vizyonları ve bilimin doğasına bakış açıları yaklaşımlardaki farklılığın boyutlarını ortaya koyabilmek için karşılaştırılmıştır. Bu analizi 113 hizmet-içi biyoloji öğretmeninin bilimin doğası ile ilgili anlayışlarının araştırıldığı bir çalışmanın sonuçları takip etmektedir. Bu çalışmanın sonuçları çalışmaya katılan öğretmenlerin genel olarak objectivist bir bilim anlayışına sahip olduklarını göstermektedir. Bu durum yeni öğretim programının başarılı bir şekilde uygulamaya konulmasının önündeki en önemli engel olarak durmaktadır. Çalışma yeni öğretim programının başarılı bir şekilde uygulanabilmesinin önündeki engellerle ilgili bir tartışma ile sona ermektedir.

Keywords

Öğretim programı reformu, biyoloji öğretmenleri, bilimin doğası

Horizon of Science Education Reform in Turkey: Challenges Ahead

Abstract

This paper presents a research study aimed at providing an account on Turkish biology teachers‟ views on the nature of scientific inquiry and assessing if these views comfort the vision and epistemological foundations of the new secondary biology curriculum. To this end, the paper starts with a comparison of the visions and perspectives on the nature of scientific inquiry presented by the previous and the new biology curricula in order to document the scale of shift on understandings between the two. This analysis is followed by the results of a research study conducted on 113 practising biology teachers‟ views of the nature of scientific inquiry. The results indicated that understandings of current biology teachers are generally objectivist in nature which, arguably, constitutes the major barrier for the successful implementation of the curriculum reform as intended. Finally, the article will be concluded with a discussion on the challenges ahead for successful implementation of the new curriculum

Keywords

Curriculum reform, biology teachers, nature of science

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