Evaluation of Science and Mathematics Textbooks in Context of Digital Competence

Yıl 2022, Cilt: 10 Sayı: 19, 259 - 286, 23.04.2022

Meral Çelikoğlu Erol Taş Hayrunnisa Ayyıldız Hacı Mehmet Yeşiltaş

https://doi.org/10.18009/jcer.1072034

Cited By: 2

Öz

In this study, it is aimed to evaluate the content of the textbooks between the 5th- 8th grade science and mathematics textbooks in the context of digital competence. Textbooks MoNE publications in the 2020-2021 academic year were used and document analysis method was preferred. For data analysis, a checklist was created by using the digital competence criteria published in the MoNE curriculum. To the findings, there is very little attention on the content for digital competence in Science and Mathematics textbooks. The content is mostly oriented "access to information" and digital-oriented content is in the book chapters mostly took part in the "unit sections.". There is no increase in the content for digital competence as the grade level increases and no content for "retention of information" and "presentation of information" at any grade level. Also there are significant differences in the content of the textbooks at the same grade level in the context of digital competence. To fill the main gaps between the learning goals and textbooks in the context of digital competence and to create related content for the dimensions, a digital competence framework of our country should be.

Anahtar Kelimeler

Digital competence, mathematics education, science education, textbook

Kaynakça

• Akdemir, E., & Çetin Atasoy, D. (2021). Ortaokul ve imam hatip ortaokulu 7. sınıf fen bilimleri ders kitabı [Secondary school and imam hatip secondary school 7th grade science textbook]. Ankara: MEB Yayınları.
• Aktay, S., & Keskin, T. (2016). Eğitim bilişim ağı (EBA) incelemesi [Analysis of educational information network (EBA)]. Eğitim, Kuram ve Uygulama Araştırmaları Dergisi, 27-44.
• Akter, S., Arslan, H. B., & Şimşek M. (2021). Ortaokul ve imam hatip ortaokulu 5. sınıf fen bilimleri ders kitabı [Secondary school and imam hatip secondary school 5th grade science textbook]. Ankara: MEB Yayınları.
• Altheide, D. (1996). Process of document analysis. D. Altheide (Edt.) Qualitative media analysis. Thousand Oaks: Sage Pub.
• Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education?. Computers in Human Behavior, 107266.
• Bektaş, M., Kahraman, S., & Temel, Y. (2021). Ortaokul ve imam hatip ortaokulu 6. sınıf matematik ders kitabı [Secondary and imam hatip secondary school 6th grade mathematics textbook]. Ankara: MEB Yayınları.
• Böge, H., & Akıllı, R. (2021). Ortaokul ve imam hatip ortaokulu 8. sınıf matematik ders kitabı [Secondary school and imam hatip secondary school 8th grade mathematics textbook]. Ankara: MEB Yayınları
• Carretero Gomez, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, Publications Office of the European Union, Luxembourg, EUR 28558 EN. doi: 10.2760/38842. Retrieved June 15, 2021 from https://publications.jrc.ec.europa.eu/repository/handle/J RC106281.
• Çetin, Ö., Aksakal, U., Ertürk, Ü., Şay, G., & Tığlı, İ. (2021). Ortaokul ve imam hatip ortaokulu 8. sınıf matematik ders kitabı [Secondary school and imam hatip secondary school 8th grade mathematics textbook]. Ankara: MEB Yayınları
• Doğan, Y., & Torun, F. (2018). Sosyal bilgiler ders kitapları nereye doğru gidiyor? [Where are social studies textbooks going?]. JILSES, 4(2), 111-125.
• Ekmen, C., & Bakar, E. (2018). İlköğretimde öğretim programları ve ders kitaplarında dijital yetkinliğin yeri [Digital competencies in the curriculum and texsbooks of primary education]. Millî Eğitim, 48(221), 5-35.
• Erstad, O. (2005). Digital kompetanse i skolen [Digital literacy in the school]. Oslo: University Press.
• Erstad, O. (2008). Chapter eight: Trajectories of remixing. In C. Lankshear & M. Knobel (Eds.), Digital literacies: concepts, policies & practices (pp. 177-202). New York; Oxford: Peter Lang.
• European Commission, (2006). Key competences for lifelong learning, european communities, Belgium. Retrieved July 15, 2021 from https://eur-lex.europa.eu/LexUriServ/LexUri Serv.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
• European Commission (2010). A digital Agenda for Europe- Communication from the commission to the European Parliament, the council, the European economic and Social committee and the committee of regions, Brussels. Retrieved July 18, 2021 from https://eur-lex.europa.eu/le gal-content/EN/TXT/PDF/ ?uri=CELEX:52010DC0245R(01)&from=EN.
• European Education and Culture Executive Agency, Eurydice, (2019). Digital education at school in Europe, Publications Office. Retrieved July 18, 2021 from https://data.europa. eu/doi/10.2797/66552.
• Ferrari, A. (2012). Digital competence in practice: an analysis of frameworks. EC JRC IPTS, Seville, Spain. Retrieved July 21, 2021 from https://ifap.ru/library/book522.pdf.
• Ferrari, A. (2013): DIGCOMP: A framework for developing and understanding digital competence in Europe. EC JRC IPTS, Seville, İspanya. Retrieved July 21, 2021 from http://ftp.jrc.es/EURdoc/JRC83167.pdf.
• Ferrari, A., Punie, Y., & Redecker, C. (2012, September). Understanding digital competence in the 21st century: An analysis of current frameworks. In European Conference on Technology Enhanced Learning (pp. 79-92). Springer, Berlin, Heidelberg.Gilster, P. (1997), Digital literacy. New York: Wiley Computer Publications.
• Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? In Linked portal. Brussels: European Schoolnet. Retrieved June 20, 2021 from http://linked.eun.org/we b/guest/in-depth3.
• Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. Retrieved June 18, 2021 from https://doi.org/10.1016/j.compedu.2013.06. 008.
• Kana, F., & Kiler, B. (2021). Ortaokul türkçe ders kitaplarının öğretim programındaki anahtar yetkinlikler açısından incelenmesi [Analysis of secondary school turkish course books in terms of key competences in the teaching program]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 10(2), 741-755.
• Karakuş, T., Çağıltay, K., Kaşıkcı, D., Kurşun, E., & Ogan, C. (2014). Türkiye ve Avrupa’daki çocukların internet alışkanlıkları ve güvenli internet kullanımı [Internet habits and safe internet use of children in Turkey and Europe]. Eğitim ve Bilim, 39(171).
• Kıral, B. (2020). Nitel bir veri analizi yöntemi olarak doküman analizi [Document analysis as a qualitative data analysis method]. Sosyal Bilimler Enstitüsü Dergisi, 15, 170-189.
• Kocakaya, M. E., Ersin, İ., Baş, H., Ak, Y., Şahin, S., & Yosunkaya, M. (2019). Evaluation of internet use in children aged 10-14 in the framework of family communication, education and success, addiction and reality-virtual perception: problems and solution suggestions. Retrieved September 2, 2021 from https://www.iyiliktasarla.com/upload s/2020/01/10-14-yas-grubu-cocuklarda-internet-kullanimi-arastirma-raporu-2019- 1.pdf.
• Krumsvik, R. (2008). Situated learning and teachers’ digital competence. Educ Inf Technol, 13, (279)–290, DOI: 10.1007/s10639-008-9069-5.
• Kurudayıoğlu, M., & Soysal, T. (2020). 2018 Türkçe dersi öğretim programının dijital yetkinlik bakımından incelenmesi [An analysisof 2018 Turkish lesson’s curriculum in terms of digital competence]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi,(54),184-199.
• Kurtdede-Fidan, N., Erbasan, Ö., & Kolsuz, S. (2016). Sınıf öğretmenlerinin eğitim bilişim ağı'ndan (EBA) yararlanmaya ilişkin görüşleri [Views of classroom teachers about the use of education information network]. Journal Of International Social Research, 9(45), p. 626-637.
• Ministry of National Education [MoNE], (2017). Hayat boyu öğrenme genel müdürlüğü, dijital yetkinlikler kurs programı [General directorate of lifelong learning, digital competencies course program], p. 13. Retrieved June 21, 2021 from https://hbogm.meb.gov.tr/modulerprogramlar/kurslar/Ki%C5%9Fisel%20Geli%C5%9Fim%20ve%20E%C4%9Eğitim_Dijital%20Yetkinlikler.pdf.
• Ministry of National Education [MoNE], (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar) [Science lesson curriculum (primary and secondary school 3, 4, 5, 6, 7 and 8th grades)]. Ankara.
• Ministry of National Education [MoNE], (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar) [Mathematics lesson curriculum (primary and secondary school 3, 4, 5, 6, 7 and 8th grades)]. Ankara.
• Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
• Organisation for Economic Co-operation and Development, (2002). Definition and selection of competencies (DeSeCo): Theoretical and conceptual foundations: strategy paper. Retrieved August 1, 2021 from http://www.statistik.admin.ch/statch/ber15/deseco/desecostrate gypaperfinal.pdf.
• Organisation for Economic Co-operation and Development, (2005). The definition and selection of key competencies. Executive summary. Retrieved August 1, 2021 from https://www.Oecd.org/pisa/35070367.pdf.
• Otuz, B., Görkaş-Kayabaşı, B., & Ekici, G. (2018). 2017 Sosyal bilgiler dersi öğretim programının beceri ve değerlerinin anahtar yetkinlikler açısından analizi [Analysis of the skills and values of the 2017 social studies curriculum in terms of key competencies]. Journal of Theoretical Educational Science, 11 (4), p. 944-972. DOI: 10.30831/akukeg.409791
• Özbay, M. (2003). Türkçe öğretiminde hedef-araç ilişkisinin ders kitabı örneğinde değerlendirilmesi. Journal of Turkology Research, 13, p. 59-69.
• Pala, Ş. M. (2020). The relationship between the gains in the fifth grade social studies lesson curriculum and the key competences. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi ,11, 298-308.
• Tüysüz, C., & Çümen, V. (2016). EBA ders web sitesine ilişkin ortaokul öğrencilerinin görüşleri [Opinions of secondary school students about eba course website]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 9(3), p. 278-296.
• UNESCO (2018). Digital skills critical for jobs and social inclusion. Retrieved January 2, 2021 from https://en.Unesco.org/news/digital-skills-critical-jobs-and-social-inclusion Vuorikari, R., Punie, Y., Carretero Gomez S. & Van Den Brande, G. (2016). Digcomp 2.0: The digital competence framework for citizens. update phase 1: the conceptual reference model. Luxembourg Publication Office of the European Union. Eur 27948 En. Doi:10.2791/11517
• Yalkın, B., & Işık, A. D. (2019). An examination of the science curriculum acquisitions in terms of lifelong learning competences. The Journal of Limitless Education and Research, 4 (2), 167-188.
• Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
• Yüksel, S., & Taneri, A. (2020). Hayat bilgisi ders kitaplarının anahtar yetkinlikler açısından i̇ncelenmesi [Examination of life science textbooks in terms of key competencies]. Gazi Eğitim Bilimleri Dergisi, 6(2), p. 185-209.
• Wilson, C., Grizzle, A., Tuazón, R., Akyempong, K., & Cheung, C.K. (2011). Media and information literacy curriculum for teachers. París: UNESCO.