The level of associating physics subjects with life: Analysis of the secondary school physics curriculum

Year 2024, , 202 - 221, 31.05.2024

Sevim Bezen , İpek Derman

https://doi.org/10.33400/kuje.1357476

Abstract

This research aims to ascertain the extent of association between the secondary school physics course curriculum and real-life situations. The goal is to determine how well students can be prepared for life within the scope of this course. The research employed the document analysis method, one of the qualitative research methods. The data source for this research is the secondary school physics course curriculum (grades 9th through 12th), published by the Board of Education in 2018. The Secondary School Physics Curriculum was analyzed comprehensively and in detail using the content analysis method, specifically focusing on the 'Themes and Indicators Related to Relating the Science Course to Life.' The research examined the secondary school physics curriculum in two sections. In the first part, the 'Ministry of National Education Curriculum' and the 'Implementation of the Secondary Education Physics Course Curriculum' were scrutinized. In the second part, the achievements and explanations related to the units, subjects, and 'Relation to Life' under the 'Structure of the Secondary School Physics Course Curriculum' were examined. The research revealed a frequent emphasis on 'Relation to Life' in the secondary school physics curriculum. It can be asserted that the education of scientifically literate individuals is reinforced by emphasizing its connection to everyday life in the secondary school physics curriculum. The study has uncovered that the cultivation of critical thinking skills is promoted through tasks that require students to apply their physics knowledge to real-life problems. It can be stated that the physics program also aims to prevent possible learning difficulties in students by enabling them to discover that physics is a part of life.

Keywords

physics education, curriculum, science literacy, science in life, daily life

Fizik konularının yaşamla ilişkilendirilme düzeyi: Ortaöğretim fizik dersi öğretim programının analizi

Abstract

Bu araştırmada ortaöğretim fizik dersi öğretim programının yaşamla ilişkilendirilme düzeyinin belirlenmesi ve dolayısıyla öğrencilerin bu ders kapsamında yaşama ne düzeyde hazırlanabileceğinin saptanması amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden doküman analizi yönteminden yararlanılmıştır. Araştırmanın veri kaynağını Talim ve Terbiye Kurulu tarafından 2018 yılında yayımlanan ortaöğretim fizik dersi (9, 10, 11 ve 12. sınıflar) öğretim programı oluşturmaktadır. Ortaöğretim Fizik Dersi Öğretim Programı, “Fen Bilimleri Dersinin Yaşamla İlişkilendirilmesine İlişkin Tema ve Göstergeler” kullanılarak içerik analizi yöntemi ile bütüncül ve ayrıntılı şekilde çözümlenmiştir. Araştırmada Ortaöğretim fizik dersi öğretim programı iki bölüm altında incelenmiştir. İlk bölümde “Millî Eğitim Bakanlığı Öğretim Programları” ve “Ortaöğretim Fizik Dersi Öğretim Programının Uygulanması”, ikinci bölümde ise “Ortaöğretim Fizik Dersi Öğretim Programının Yapısı” içerisinde yer alan ünite, konu, kazanım ve açıklamaların altındaki kazanımlar ve açıklamalar incelenmiştir. Araştırma sonucunda ortaöğretim fizik dersi öğretim programı içerisinde “Yaşamla İlişkilendirmeye” sıklıkla vurgu yapıldığı belirlenmiştir. Ortaöğretim fizik dersi öğretim programında yaşamla ilişkilendirmeye yapılan vurgu ile fen okuryazar bireylerin yetiştirilmesinin desteklendiği ifade edilebilir. Öğrencilerin fizik bilgilerini günlük yaşam problemlerinde kullanmalarının istenmesi ile eleştirel düşünme becerilerinin gelişiminin desteklendiği ortaya çıkmıştır. Aynı zamanda öğrencilerin fiziğin yaşamın bir parçası olduğunu keşfederek olası öğrenme güçlüklerinin önüne geçilmesinin amaçlandığı ifade edilebilir.

Keywords

fizik eğitimi, öğretim programları, fen okuryazarlığı, yaşamda bilim, günlük yaşam

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