İlkokul Hayat Bilgisi Dersi Bilgi ve İletişim Teknolojilerini Kullanma Becerisinin Bilişim Etiği Bağlamında İncelenmesi

Yıl 2024, , 77 - 91, 28.03.2024

Yıldıray Aydın

https://doi.org/10.17556/erziefd.1385344

Öz

Bu araştırmanın amacı ilkokul hayat bilgisi dersi bilgi ve iletişim teknolojilerini kullanma becerisini bilişim etiği bağlamında incelemektir. Bu amaca bağlı olarak araştırma nitel yöntem ile yürütülmüştür. Nitel araştırma deseni olarak durum çalışması tercih edilmiştir. Araştırmanın çalışma grubunu Türkiye’nin Antalya (2), Aydın (1), Afyonkarahisar (1), Bursa (14), Gaziantep (1), Kahramanmaraş (1) ve Şırnak (1) illerinden araştırmaya katılan 21 sınıf öğretmeni oluşturmuştur. Araştırmanın verileri yarı yapılandırılmış görüşme formu ve dokümanlar aracılığı ile toplanmıştır. Verilerin çözümlenmesinde hem içerik analizi hem de betimsel analiz yöntemi kullanılmıştır. Araştırmanın bulgularından elde edilen sonuca göre hayat bilgisi öğretim programında bilgi ve iletişim teknolojilerini kullanma becerisi ile ilişkili olarak bilişim etiği bağlamında etik dışı davranışlara yer verilmediği ortaya çıkmıştır. Buna rağmen sınıf öğretmenleri tarafından öğrencilerin güvenliği düşünülerek öğretim programında yer almasa bile bilişim etiği bağlamında etik dışı davranışlara yer verdikleri anlaşılmıştır. Bu sonuçlara bağlı olarak Millî Eğitim Bakanlığı tarafından hayat bilgisi dersi öğretim programında bilişim etiği bağlamında etik dışı davranışlara yer verilmesi önerilmektedir.

Anahtar Kelimeler

Hayat bilgisi dersi, ilkokul, teknoloji, bilişim etiği

Examining the Ability to Use Information and Communication Technologies in Primary School Life Sciences Course in the Context of Computer Ethics

Öz

The aim of this research is to examine the skill of using information and communication technologies in the context of computer ethics in the primary school life sciences course. In line with this aim, the research was conducted using a qualitative method, and a case study design was preferred. The study group consisted of 21 primary school teachers from the provinces of Antalya (2), Aydın (1), Afyonkarahisar (1), Bursa (14), Gaziantep (1), Kahramanmaraş (1), and Şırnak (1) in Türkiye. The research data were collected through semi-structured interview forms and documents. Both content analysis and descriptive analysis methods were used in the analysis of the data. According to the findings of the research, it was revealed that there were no unethical behaviors in the context of computer ethics related to the skill of using information and communication technologies in the life sciences curriculum. However, it was understood that primary school teachers included unethical behaviors in the context of computer ethics, even though they were not included in the curriculum, considering the safety of students. Based on these results, it is recommended that the Ministry of National Education include unethical behaviors in the context of computer ethics in the life sciences curriculum.

Anahtar Kelimeler

Life science lesson, primary school, technology, computer ethics

Kaynakça

• Armağan Erbil, B. & Doğan, B. (2019). According to the teachers’ opinions about needs for primary life studies curriculum. The Journal of Education, Theory and Practical Research, 5 (1), 14-26.
• Aydoğmuş, M., & Karadağ, Y. (2020). Information and communication technologies (ICT) competencies of prospective teachers: the case of ondokuz mayıs university. Mersin University Journal of Faculty of Education, 16(3), 686-705. https://doi.org/10.17860/mersinefd.715457
• Baysan, E. (2020). Determining the training needs of teachers in ethical use of information technologies. (Unpublished doctoral dissertation). Gazi University, Ankara.
• Baysan, E. & Çetin, Ş. (2019). Developing the scale of ethical use of information technologies in education. The Journal of Turkish Educational Sciences, 17 (2), 394-417.
• Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research (4th Edition). Boston: Pearson Education Inc.
• Çelen, F. K. (2012). Investigation of elementary school students’ opinions related to unethical behavior in the use of information and communication technologies. (Unpublished master’s thesis). Hacettepe University, Ankara.
• Çelik, B. ve Gündoğdu, K. (2019). Developing an attitude scale towards informatics ethical values. Ege Journal of Education, 20(2), 335- 350. doi: 10.12984/egeefd.590560
• Dağlıoğlu, G. (2023). Classroom teachers' self-efficacy perceptions of information technologies and internet usage. (Unpublished master's thesis). Pamukkale University, Denizli.
• Dikmen, G., Akyıl, E., Akçay, A., O. (2021). Investigation of Computer and Internet Use Self-Efficacy Perceptions of Classroom Teachers. International Journal of Leadership Training (IJOLT), I-I.
• Dill, B. J., & Anderson, R. E. (2003). Ethics-related technology policies in schools. Social Science Computer Review, 21(3), 326-339.
• Dey, I. (2003). Qualitative data analysis: A user friendly guide for social scientists. Routledge.
• Duymaz, S. H. (2013). Practice of information technology ethics education for secondary school students (Unpublished master’s thesis). Ege University, İzmir
• Ersoy, A. (2014). I was not aware I plagiarized from online resources: A phenomenological research Pamukkale University Journal of Education, 35, pp. 47-60.
• Fidan, M. (2016). Examination of information technologies and software curriculum’ objectives according to information ethics. Kastamonu Education Journal, 24 (4), 1641-1654
• Hur, J. H., Kim, K. Y., Song, J.-B., & Lee, T. W. (2009). The narrative approach to teach information and communication ethics education in elementary school. Proceedings of the 17th International Conference on Computers in Education – ICCE. Asia-Pacific Society for Computers in Education, Hong Kong.
• Karadeniz, A. (2015). Designing a lesson in open and distance learning: An example of a science ethics course. ournal of Open and Distance Learning Applications and Research,1(3), 91‐107.
• Kılınç, M. ve Ersoy, A. (2013). Evaluation of the social studies curriculum from the perspective of ethical awareness development: A teacher-based approach. Mersin University Journal of the Faculty of Education, 9 (2),109-126.
• Leymun, Ş. O. (2018). An information ethics course: A case study with teacher candidates (Unpublished doctoral thesis). Anadolu University, Eskişehir, Türkiye.
• Levinson, M., Cevik, M. ve Lipsitch, M. (2020). Reopening primary schools during the pandemic. The New England Jounal of Medicine, 24(382), 2368–2375. https://doi.org/ 10.1056/NEJMms2024920
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
• Merriam, S. B. (2013). Qualitative Research: A guide to design and implementation. S. Turan (trans. ed.). Nobel Publishing.
• Masrom, M., Jamal, N., Nik-Mahmood, N. N., Zainon, O. ve Abdullah, M. M. (2012). Ethical issues in information and communication technologies: Case of Malaysian primary schools. International Conference on Innovation Management and Technology Research.
• Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
• Ministry of National Education. (2018). Life sciences course curriculum. Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=326
• Ministry of National Education (2018). The information technologies and software curriculum (Primary school 1st, 2nd, 3rd anf 4th Grades). Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=407
• Ministry of National Education (2023). The information technologies and software textbook 5 – workbook. Retrieved from: https://ders.eba.gov.tr/ders/proxy/VCollabPlayer_v0.0.960/index.html#/main/curriculumContent/eba/5/bil?currID=e5d0f6c1091f7345e09e4cb2e06f4ca3&type=9&backID=-1
• Müller, V. C. (2022). History of digital ethics. In: Véliz C (ed.). Oxford Handbook of Digital Ethics. Oxford University Press, Engaland. https://philpapers.org/archive/MLLHOD.pd
• Paksoy, M. (2015). Middle school students' compliance of ethic rules in their performance tasks. (Unpublished master’s thesis). Pamukkale University, Denizli, Türkiye.
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.
• Paltiel, M., Cheong, M., Coghlan, S., & Lederman, R. (2022). Teaching Digital Ethics in Information Systems. ACIS 2022 Proceedings. 25.
• Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (JRC107466). Seville, Spain: Joint Research Centre. Retrieved from: http://publications.jrc.ec.europa.eu/repository/handle/JRC107466
• Seale, C. (1999). The quality of qualitative research. The Quality of qualitative research, 1-224.
• Söylemez, M. ve Balaman, F. (2015). EVALUATION of the usage of information technologies on behalf of various ethical interests. Electronic Journal of Social Sciences, 14 (54), 115-128.
• Tıngöy, Ö. (2009). Ethics in the information age. Avcıol Publishing.
• Vârlan, S. E. ve Tomozei, C. (2018). Categories of ethical issues in the use of information and communication Technologies. Journal of Innovation in Psychology, Education and Didactics, 22 (2), 155 – 166.