Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programlarının Üst Düzey Düşünme Becerileri Bakımından İncelenmesi

Abstract

Bu araştırmada güncellenmiş Fen Bilimleri Dersi Öğretim Programları (FBDÖP)’de üst düzey düşünme becerilerine hangi sınıf seviyesinde ne kadar yer verildiği belirlenmeye çalışılmıştır. Bu kapsamda FBDÖP nitel araştırma yaklaşımı ile analiz edilmiştir. Bu analiz sonucunda ilkokul üçüncü sınıfta sadece kavramsal beceriler başlığı altında iki farklı üst düzey düşünme becerisine yer verildiği ortaya çıkmıştır. Dördüncü sınıfta kavramsal beceriler, beceriler arası ilişkiler ve öğrenme-öğretme uygulamalarında üç farklı beceriye yer verilmiştir. Ortaokul düzeyinde beşinci sınıfta beceriler arası ilişkiler ve öğrenme öğretme uygulamaları kısımlarında üç farklı beceriye yer verilirken, altıncı, yedinci ve sekizinci sınıflarda kavramsal beceriler, beceriler arası ilişkiler ve öğrenme öğretme uygulamaları kısımlarında üst düzey düşünme becerilerine yer verildiği ortaya çıkmıştır. Bir bütün olarak değerlendirildiğinde, FBDÖP’de eleştirel düşünme becerisine en fazla sayıda yer verildiği, en fazla altıncı sınıfta üst düzey düşünme becerilerine yer verildiği ve bu becerilere en fazla sayıda öğrenme-öğretme uygulamaları kısmında yer verildiği sonucu ortaya çıkmıştır. Araştırma sonucunda üst düzey düşünme becerilerinin ilk ve ortaokul seviyesinde daha homojen dağıtılması ve bu becerilerin verilmesinde bir süreklik sağlanması gibi öneriler sunulmuştur.

Keywords

• fen bilimleri dersi öğretim programları ilkokul
• ortaokul
• üst düzey düşünme becerileri

Investigation of Turkey Century Education Model Science Curricula in terms of Higher Order Thinking Skills

Abstract

This study aimed to assess the extent to which higher-order thinking skills are incorporated into the updated Science Education Curriculum (SEC) at different grade levels. In this context, the FBDÖP has been analyzed using a qualitative research approach. This analysis revealed that in third grade, only two higher-order thinking skills were included under the conceptual skills heading. In the fourth grade, three different skills were included in conceptual skills, inter-skill relationships, and teaching-learning practices. At the middle school level, three different skills were included in the sections on inter-skill relationships and teaching-learning practices in the fifth grade. In contrast, higher-order thinking skills were included in the sections on conceptual skills, inter-skill relationships, and teaching-learning practices in grades 6, 7, and 8. When evaluated as a whole, it was found that critical thinking skills received the most attention in the FBDÖP, higher-order thinking skills received the highest number in sixth grade, and these skills received the highest number in the learning-teaching practices section. At the conclusion of the research, recommendations were formulated to promote a more uniform distribution of higher-order thinking skills across elementary and middle school levels, as well as to ensure continuity in the teaching of these skills.

Keywords

• science curriculum
• primary school
• secondary school
• higher-order thinking skills

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