Systematic Assessment of Student Autonomy in Science Process Skills: 9th Grade Physics Curriculum and Textbook Analysis

Yıl 2024, Cilt: 12 Sayı: 2, 352 - 371, 24.12.2024

Beril Yılmaz Senem , Ali Eryılmaz

https://doi.org/10.52826/mcbuefd.1517707

Öz

This study aimed to determine how well a physics textbook aligns with the curriculum -the first skill-oriented one in Türkiye- regarding science process skills and student autonomy. A content analysis of both the curriculum and the textbook was conducted using the Science Process Skills Inventory. Findings revealed that the 9th grade physics curriculum emphasized skills such as “collecting and interpreting data”, “communicating”, “measuring”, and “experimenting” while it neglected “observing”, “predicting”, and “inferring”. The curriculum aimed to develop these skills by encouraging students to plan and take responsibility for their learning activities. The content analysis showed that the physics textbook primarily focused on “collecting and interpreting data”, and “measuring” with frequent emphasis on “observing”, “classifying”, “inferring”, and “modeling”. However, it largely ignored “hypothesizing”, and “defining and controlling variables”. The skills were presented in highly structured activities, limiting student autonomy. The results indicated an alignment between the curriculum and the textbook in the inclusion of “collecting and interpreting data”, “measuring”, and “communicating”. However, there was a notable inconsistency in the level of openness. While the curriculum expected students to engage in designing scientific activities, the textbook provided step-by-step procedures that restricted student autonomy to create their scientific processes.

Anahtar Kelimeler

science process skills, student autonomy, physics education, content analysis, textbook analysis

Etik Beyan

This study is a part of the doctoral dissertation conducted by the first author at Middle East Technical University. This article is written based on the document analysis part, conducting a content analysis of the physics curriculum and textbook. Therefore ethics committee permission was not applied for this part of the study.

Bilimsel Süreç Becerilerinde Öğrenci Özerkliğinin Sistematik Değerlendirilmesi: 9. Sınıf Fizik Programı ve Ders Kitabı Analizi

Öz

Bu çalışmada, yazılı materyallerde yer verilen bilimsel süreç becerilerinin açıklık düzeyini ortaya çıkarak öğrencilerin bağımsızlığını değerlendirmeyi amaçlayan sistematik bir çerçeve geliştirmek amaçlanmıştır. Bu amaçla beraber, Türkiye’de uygulanmış olan ilk beceri-odalı fizik dersi öğretim programı ile bu program çerçevesinde yazılmış fizik ders kitabının öğrenci özerkliği açısından ne kadar uyumlu olduğunu belirlemek hedeflenmiştir. Bir doküman analizi olan bu çalışmada 9. Sınıf Fizik dersi öğretim programı ve kitabının bilimsel süreç becerileri ve öğrenci özerkliği bakımından içerik analizi yapılmıştır. Çalışmada, birinci yazarın doktora çalışmasında geliştirmiş olduğu Bilimsel Süreç Becerileri Kod Rehberi kullanılmıştır. Bulgular, 9. sınıf fizik dersi öğretim programının "veri toplama ve yorumlama," "bilimsel iletişim kurma," "ölçme" ve "deney yapma" gibi becerilere vurgu yaptığını ancak "gözlem yapma," "tahminde bulunma" ve "çıkarımda bulunma" gibi becerileri ihmal ettiğini göstermektedir. Program, öğrencileri öğrenme faaliyetlerini planlamaya ve bunlardan sorumlu olmaya teşvik ederek bu becerileri geliştirmeyi amaçlamaktadır. İçerik analizi, fizik ders kitabının özellikle "veri toplama ve yorumlama," "ölçme" ve sık sık "gözlem yapma," "sınıflandırma," "çıkarımda bulunma" ve "modelleme" üzerine odaklandığını göstermektedir. Ancak, "hipotez kurma" ve "değişkenleri tanımlama ve kontrol etme" konularını büyük ölçüde ihmal ettiği görülmektedir. Kitapta yer verilen beceriler, öğrencilerin bağımsız bilimsel sorgulama yapmalarını sınırlayan, yapılandırılmış etkinliklerle sunulmaktadır. Sonuçlar, müfredat ile ders kitabı arasında "veri toplama ve yorumlama," "ölçme" ve "bilimsel iletişim kurma" konularında bir uyum olduğunu göstermektedir, ancak, becerilerin açıklık düzeyinde dikkate değer bir tutarsızlık vardı. Program bilimsel süreç becerileri içeren kazanımlarında öğrenci özerkliğini gözetirken, ders kitabı öğrencilerin bilimsel süreçlerini tasarlamalarını kısıtlayan ve öğrencilere bu süreçte yapacaklarını adım adım söyleyen işlem basamaklarından fazlasını sunmamaktadır.

Anahtar Kelimeler

bilimsel süreç becerileri, öğrenci özerkliği, fizik eğitimi, içerik analizi, kitap analizi

Etik Beyan

This article is the document analysis part of the Ph.D study of the first author at Middle East Technical University, therefore ethics committee permission was not applied.

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