İlkokul Birinci Sınıf Hayat Bilgisi ve Türkçe Dersi Kazanımlarının Bütünleştirilmiş Eğitim Açısından İncelenmesi

Yıl 2024, Cilt: 43 Sayı: 2, 1433 - 1466, 30.12.2024

Fehmi Demir

https://doi.org/10.7822/omuefd.1461820

Öz

İlkokul döneminde çocuk dünyayı bir bütün olarak algılamaktadır. Bu dönemde, derslerin bağımsız birimler şeklinde değil bir bütün olarak ele alınmasının öğrencinin gelişimine daha uygun olduğu belirtilmektedir. Ancak, güncel öğretim programlarında dersler bağımsız bölümler şeklinde hazırlanmıştır. İlkokul düzeyinde öğretim programlarının bu bütünlük ilkesine göre hazırlanmasının öğrencinin öğrenmesine daha fazla katkıda bulunması beklenmektedir. Bu çerçevede araştırma, bütünleştirilmiş eğitim açısından birinci sınıf hayat bilgisi ile Türkçe derslerinin kazanımlarını incelemeyi amaçlamaktadır. Nitel araştırma desenlerinden durum çalışması olarak tasarlanan çalışmanın verileri ilkokul birinci sınıf hayat bilgisi ve Türkçe dersi programlarından elde edilmiştir. Betimsel analiz ile çözümlenen veriler altı başlık altında sunulmuştur. Araştırma sonuçlarına göre, 53 hayat bilgisi ve 47 Türkçe dersi kazanımından 39 tanesinin birbiriyle ilişkilendirilebileceği ve bütünsel olarak işlenebileceği belirlenmiştir. Bu ilişkilendirmeye göre, hayat bilgisi ve Türkçe derslerini en az 39 en fazla 106 ders saatinde bütünsel olarak işlemek mümkündür. Diğer yandan, Türkçe dersi kazanımlarının birden fazla hayat bilgisi dersi kazanımı ile ilişkilendirilmesi durumunda bütünsel ders sayısı da artırılabilmektedir. Bu sonuçlara göre, ilkokul birinci sınıfta hayat bilgisi ve Türkçe derslerinin bir kısmı bütünsel olarak işlenebilir. Özellikle birinci sınıf düzeyinde, farklı ders kazanımlarının birbiriyle ilişkilendirildiği bütünsel programlar hazırlanabilir. Öğretmenlere bu programla ilgili olarak hizmet içi eğitim verilmesi ve öğretmen adaylarının da buna göre yetiştirilmesi durumunda programın daha da verimli olması beklenmektedir.

Anahtar Kelimeler

Hayat bilgisi, Türkçe dersi, Kazanım bütünleştirme, Bütünsel program

Examination of Primary School First Grade Life Science and Turkish Courses Acquisition in Terms of Integrated Education

Öz

At the primary school level, the child perceives the world as a whole during the primary school level. However, in the current curriculum, courses are prepared as independent sections. It is more suitable for the student’s development of the student to handle the courses as a whole rather than as independent units during this period. At the primary school level, preparing a curriculum according to this principle of integrity is expected to contribute more to student learning. In this direction, the research aims to investigate the acquisitions of first-grade life sciences and Turkish courses in terms of integrated education. The research was designed as a case study. Study data were obtained from primary school first-grade life sciences and Turkish course programs. The data analyzed with descriptive analysis are presented under six headings. The research results reveal that 39 of 53 life sciences and 47 Turkish language course acquisitions can be related and processed holistically. According to this association, it is possible to teach life science and Turkish lessons holistically in a minimum of 39 and a maximum of 106 lesson hours. On the other hand, if Turkish language acquisitions are associated with more than one life science course acquisition, the number of holistic courses can be increased. According to the results, some of the life sciences and Turkish lessons can be taught holistically in the first grade of primary school. Particularly at the first-grade level, holistic programs can be prepared in which different course acquisitions are linked to each other. If teachers are given in-service training regarding this program and teacher candidates are trained accordingly, the program is expected to be more efficient.

Anahtar Kelimeler

Life sciences course, Turkish course, The integration of acquisition, Holistic program

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