2024 Türkiye Yüzyılı Maarif Modeli, 2024 Hayat Bilgisi Dersi Öğretim Programı ve Ders Kitaplarının Değerlendirilmesi

Yıl 2026, Cilt: 41 Sayı: 2 , 489 - 505 , 30.04.2026

Zehra Kılıç

https://doi.org/10.16986/hunefd.1798107

https://izlik.org/JA56WR78KW

Öz

Bu çalışmanın amacı, birinci sınıf öğretmenlerinin 2024 Türkiye Yüzyılı Maarif Modeli (TYMM) kapsamında yer alan Hayat Bilgisi öğretim programı ve ders kitaplarına ilişkin değerlendirmelerini incelemektir. Araştırmada nitel yöntem benimsenmiş, çalışma fenomenolojik desenle tasarlanmıştır. Veriler, birinci sınıf öğretmenleriyle gerçekleştirilen bireysel görüşmeler yoluyla toplanmıştır. Bulgular, öğretmenlerin seminer döneminde sunulan hizmet içi eğitimi yetersiz bulduklarını ve bu eğitimin kalabalık sınıflar ile materyal eksiklikleri gibi sınıfın gerçek koşullarından uzak bir biçimde planlandığını göstermektedir. Modelin temel bileşenlerinden biri olan farklılaştırma konusunda öğretmenlere yeterli rehberlik sağlanmadığı, bu nedenle farklılaştırmaya yönelik uygulamaların çoğunlukla öğretmenlerin bireysel çabalarıyla sınırlı kaldığı belirlenmiştir. Ayrıca öğretmenler, EBA içeriklerinin programla tam uyumlu ve güncel olmadığını ifade etmişlerdir. Programın hazırlanma sürecinde öğretmen görüşlerinin dikkate alınmadığı, kazanım sayısının azaltılmasına karşın içerik yoğunluğunun arttığı ve ölçme-değerlendirme süreçlerinin karmaşıklaştığı yönündeki eleştiriler öne çıkmaktadır. Öte yandan, öğretmenler ders kitaplarının daha işlevsel hale geldiğini, dijital kaynakların öğretimi desteklediğini, değerler vurgusunun güçlendiğini ve öğrenci katılımının arttığını belirtmiştir. Genel olarak çalışma, öğretmenlerin program okuryazarlığının sınırlı olduğunu ve derslerin büyük ölçüde ders kitabına dayalı biçimde yürütüldüğünü ortaya koymaktadır. Bu durum, öğretmenlerin programda yer alan “Öğrenme-Öğretme Uygulamaları” bölümündeki yönlendirmelerden haberdar olmadıklarını da göstermektedir. Bu nedenle Millî Eğitim Bakanlığı’na, program bileşenlerinin uygulanışını açık biçimde ortaya koyan ve sınıf içi uygulamalarda her aşamada kullanılabilecek pratik stratejiler içeren kapsamlı öğretmen kılavuzlarının hazırlanması önerilmektedir.

Anahtar Kelimeler

2024 Türkiye Yüzyılı Maarif Modeli , 2024 Hayat Bilgisi Dersi Öğretim Programı , Hayat Bilgisi ders kitabı , ilkokul , öğretmen

Evaluation of the 2024 Türkiye Century Education Model, 2024 Life Sciences Curriculum and Life Sciences Textbook

https://izlik.org/JA56WR78KW

Öz

The purpose of this study is to examine first-grade teachers’ evaluations of the Life Studies curriculum and textbooks within the scope of the 2024 Türkiye Century Education Model (TYMM). The study adopted a qualitative research design and was structured using a phenomenological approach. Data were collected through individual interviews conducted with first-grade teachers. Findings indicate that teachers considered the in-service training provided during the seminar period to be inadequate, as it was planned without taking into account the actual classroom conditions such as crowded classes and lack of materials. It was also found that teachers were not provided with sufficient guidance on differentiation—one of the core components of the model—resulting in the implementation of differentiation practices being largely limited to teachers’ individual efforts. In addition, teachers reported that the contents of the EBA (Education Information Network) were not fully aligned with or up to date with the new curriculum. Criticisms also emerged regarding the lack of teacher involvement in the program development process, the increased intensity of the content despite the reduction in the number of learning outcomes, and the growing complexity of assessment and evaluation processes. On the other hand, teachers emphasized several positive aspects, such as the improved functionality of textbooks, the support of digital resources in teaching, the stronger emphasis on values education, and the rise in student participation. Overall, the study reveals that teachers’ curriculum literacy is limited and that lessons are largely conducted in a textbook-centered manner. This situation also indicates that teachers are not sufficiently aware of the guidelines provided in the “Teaching and Learning Practices” section of the curriculum. Therefore, it is recommended that the Ministry of National Education develop comprehensive teacher guides that clearly demonstrate how to implement each component of the curriculum and provide practical strategies for classroom applications.

Anahtar Kelimeler

2024 The Century of Türkiye Education Model , 2024 Life Studies Curriculum , Life Studies textbook , primary school , teacher

Kaynakça

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