Evaluations of Turkish Science Teacher Curriculum with Many-Facet Rasch Analysis

Yıl 2022, Cilt: 18 Sayı: 2, 27 - 42, 31.12.2022

Ilgım Özergun , Fatih Doğan , Göksel Boran , Serdar Arcagök

https://doi.org/10.17244/eku.1180825

Öz

Scientific and technological developments cause changes in educational programs and curriculums. Especially science education should meet criteria of today’s needs and expectations. Changing only science curriculum in K-12 is not enough. Science teacher curriculum should also change since teachers are responsible to teach subjects. By 2018, all teacher curriculum, including science teacher education, changed due to recent improvements in science, technology and education. This study investigated science teacher educators’ evaluations of Turkish science teacher curriculum with Many Facet Rasch Analysis. The program is evaluated according to the four dimensions of curriculum which are 1) aims, aims objectives, 2) subject matter, 3) learning experiences, and 4) evaluating approaches. These analyses including general evaluations about the program, academicians’ generosity, and ungenerosity behavior during evaluating the program, and analysis of each criterion itself. Results of the analysis conformed psychometric and unidimensional properties of the criterion form. Therefore, it is supported with the literature that a Likert-type instrument can be developed and used to evaluate programs. Additionally, this study discussed academician’s generosity and ungenerosity behavior while evaluating the program. Evaluating validity and reliability of each academicians’ behavior is necessary. Results indicated that their bias, generosity, or ungenerosity behaviors did not affect the criterion forms’ statistical confidence.

Anahtar Kelimeler

Science teacher education, science teaching, program evaluation, many-facet Rasch analysis

Fen Bilgisi Öğretmenliği Programının Çok Yönlü Rasch Analizi ile Değerlendirilmesi

Öz

Bilimsel ve teknolojik gelişmeler eğitim ve öğretim programlarında değişikliklere neden olmaktadır. Özellikle fen eğitimi, günümüzün ihtiyaç ve beklentilerini karşılamalıdır. Bunları karşılamak için sadece ortaokul fen müfredatını değiştirmek yeterli değildir. Öğretmenler, konuları öğretmekle sorumlu oldukları için fen bilgisi öğretmenliği eğitim programları da günümüzün ihtiyaçlarına göre değişmelidir. 2018 yılında, fen bilgisi öğretmenliği programı da dâhil olmak üzere tüm öğretmen eğitimi programları; bilim, teknoloji ve eğitimdeki son gelişmeleri programa dâhil etmek için değişti. Bu amaçla, bu çalışmada fen bilgisi öğretmenliği programı, fen bilgisi eğitimi programında çalışan akademisyenlerce değerlendirilmiş ve bu değerlendirmeler Çok Yüzeyli Rasch Analizi ile incelenmiştir. Program, 1) amaç ve hedefler, 2) konu, 3) öğrenme deneyimleri ve 4) ölçme ve değerlendirme olmak üzere dört program boyutuna göre değerlendirilir. Programla ilgili genel değerlendirmeler; akademisyenlerin programı değerlendirme sırasındaki cömertlik ve cimrilik davranışlarını göstermiş ve her bir kriterin kendi analizini ayrı ayrı göstermiştir. Analiz sonuçları, ölçüt formunun psikometrik ve tek boyutlu özelliklerine uymaktadır. Bu nedenle bu çalışmada geliştirilen Likert tipli ölçme aracının fen bilgisi öğretmenliği programının değerlendirilmesinde kullanılabileceği söylenebilir. Ayrıca, bu çalışmada akademisyenin programı değerlendirirken cömertlik ve cimrilik davranışları ele alınmıştır. Her akademisyenin davranışının geçerlilik ve güvenirliğinin ayrı ayrı değerlendirilmiştir. Sonuçlar, yanlılık, cömertlik veya cimrilik davranışlarının ölçüt formlarının istatistiksel güvenini etkilemediğini göstermiştir.

Anahtar Kelimeler

Fen bilgisi öğretmeni eğitimi, fen öğretimi, program değerlendirme, çok yönlü Rasch analizi

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