How Was the Science Literacy Demonstrated in Primary Science Textbooks in Early Republican Türkiye?

Öz

In this research, the investigation aimed to determine whether there was a balanced distribution among the science literacy dimensions in science textbooks and whether these textbooks could prepare scientifically literate citizens in the early Turkish Republic (1926-1948). Additionally, the research sought to compare the distribution of science literacy in the textbooks of that period with those of the present day. The research used the content analysis method to examine three textbooks for the 4th and 5th grades, prepared according to the 1926 and 1936 curricula. Among the books examined, a balance is seen in the dimensions of science literacy only in the object textbook prepared according to the 1926 program. The fact that most of the content in the books related to the 1936 program is in the dimension of science as knowledge shows that there is no balance in the dimensions of science literacy. The dimension of science as a way of thinking is the least seen dimension in the textbooks examined. In general, it has been concluded that science literacy has yet to be balanced since the 1936 curriculum. This situation coincides with current research.

Anahtar Kelimeler

• History of education
• science education
• science literacy
• textbooks
• science

Etik Beyan

Since this research is carried out within the framework of archive documents and related literature, it does not require ethics committee approval.

Kaynakça

1. Akdağ, H. & Çiydem, E. (2021). Türkiye’de ilkokul/ilköğretim programlarının felsefi temeller açısından incelenmesi (1924-2018) [Investigation of primary/primary education programs in Turkey in terms of philosophical foundations (1924-2018)]. Vakanüvis: Uluslararası Tarih Araştırmaları Dergisi, Prof. Dr. Süleyman Büyükkarcı Özel Sayısı, 52-81.
2. Altınok, M. A., & Tunç, T. (2013). Bilimsel süreç becerileri bağlamında geçmiş Türk fen programlarının karşılaştırmalı incelenmesi [Comparative analysis of past Turkish science curriculum in context of science process skills]. Türk Fen Eğitimi Dergisi, 10(4), 22-55.
3. Arslan, A., Ercan, O. & Tekbıyık, A. (2014). Fizik dersi öğretim programına ilişkin öğretmen görüşlerinin çeşitli değişkenler açısından değerlendirilmesi [The evaluation of physic teacher’s views regarding the physics curriculum in terms of various variables]. Milli Eğitim Dergisi, 44(201), 215-235.
4. Boujaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education, 24, 39 156. https://doi.org/10.1080/09500690110066494
5. Cakici, Y. (2012). Exploring Turkish upper primary level science textbooks' coverage of scientific literacy themes. Eurasian Journal of Educational Research, 49, 81-102.
6. Candas, Z. (2019). Ortaokul fen bilimleri ders kitaplarının bilimsel okuryazarlık bakımından incelenmesi [An investigation of middle school science textbooks in terms of scientific literacy]. (Unpublished master thesis). Marmara University, Institute of Education Sciences.
7. Cansiz, M., & Turker, N. (2011). Scientific literacy investigation in science curricula: The case of Turkey. Western Anatolia Journal of Educational Sciences, Special Issue, 359-366.
8. Chiappetta, E. L., Fillman, D. A. & Sethna, G. H. (1991). Procedures for conducting content analysis of science textbooks. University of Houston.

9. Chiappetta, E. L., Ganesh, T. G., Lee, Y.H. & Phillips, M. C. (2006, April). Examination of science textbook analysis research conducted on textbooks published over the past 100 years in the United States. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
10. Chiappetta, E. L., Sethna, G. H. & Fillman, D. A. (1993). Do middle school life science textbooks provide a balance of scientific literacy themes? Journal of Research in Science Teaching, 30(7), 787-797. https://doi.org/10.1002/tea.3660300714
11. Christenson, N., Rundgren, S. C., & Höglund, H. (2011). Using the see-sep model to analyse upper secondary students' use of supporting reasons in arguing socioscientific issues. Journal of Science Education and Technology, 21(3), 342-352. https://doi.org/10.1007/s10956-011-9328-x
12. DeBoer, G. E. (2000). Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601. https://doi.org/10.1002/1098-2736(200008)37:63.0.co;2-l
13. Erdoğan, M. N. & Köseoğlu, F. (2012). Ortaöğretim fizik, kimya ve biyoloji dersi öğretim programlarının bilimsel okuryazarlık temaları yönünden analizi [Investigation of High School Physics, Chemistry, Biology Curricula in Terms of Scientific Literacy Dimensions]. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2889-2904.
14. Harwood, T. G. & Garry, T. (2003). An overview of content analysis. The Marketing Review, 3(4), 479-498. https://doi.org/10.1362/146934703771910080 İlkokul Programı [Primary school program] (1936). Devlet Basımevi.
15. Kampourakis, K., Reydon, T. A. C., Patrinos, G. P. & Strasser, B. J. (2014). Genetics and society—educating scientifically literate citizens: Introduction to the thematic issue. Sci & Educ, 23, 251–258. https://doi.org/10.1007/s11191-013-9659-5
16. Kantekin, E., & İrez, S. (2021). Orta öğretim fizik, kimya, biyoloji dersi öğretim programlarının bilimsel okuryazarlık boyutları açısından incelenmesi [Investigation of high school physics, chemistry, biology curricula in terms of scientific literacy dimensions]. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 56-78.
17. Kılıç, G. B., Haymana, F. & Bozyılmaz, B. (2008). İlköğretim fen ve teknoloji dersi öğretim programının bilim okuryazarlığı ve bilimsel süreç becerileri açısından analizi [Analysis of the elemantary science and technology curriculum of Turkey with respect to different aspects of scientific literacy and scientific process]. Eğitim ve Bilim, 33(150), 52-63.
18. Kılınçaslan, H. & Dökme, İ. (2022). Türkiye kapsamında fen okuryazarlığı: betimsel bir içerik analizi [Science literacy in Turkey: A descriptional content analysis]. Trakya Eğitim Dergisi, 12(2), 911-925. https://doi.org/10.24315/tred.943835
19. Krippendorff, K. (2013). Content analysis: An introduction to its methodology. SAGE Publicatication.
20. MEB. (2005). İlköğretim fen ve teknoloji dersi: 4-5. sınıflar öğretim programı [Primary school science and technology course: 4-5. classes curriculum]. Mili Eğitim Bakanlığı.
21. MEB. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science course curriculum (Primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. Milli Eğitim Bakanlığı.
22. Neuendorf, K. A. (2017). The content analysis guidebook. Sage.
23. Rubini, B., Ardianto, D., & Pursitasari, I. D. (2019). Teachers' perception regarding integrated science learning and science literacy. Proceedings of the 3rd Asian Education Symposium (AES, 2018). https://doi.org/10.2991/aes-18.2019.82
24. Sadler, T. D. & Zeidler, D. L. (2005). Patterns of informal reasoning in the context of socioscientific decision making. Journal of Research in Science Teaching, 42(1), 112-138. https://doi.org/10.1002/tea.20042
25. Sideri, A., & Skoumios, M. (2021). Science process skills in the Greek primary school science textbooks. Science Education International, 32(3), 231-236. https://doi.org/10.33828/sei.v32.i3.6
26. Tuğluoğlu, F., & Tunç, T. (2010). 1926 ı̇lkmektep müfredatı ve Cumhurı̇yet Dönemı̇ eğı̇tı̇mı̇nı̇n ekonomı̇k hedeflerı̇ [1926 elementary schools curriculum and economic targets of Republic Period education]. Atatürk Araştırma Merkezi Dergisi, 26(76), 55-98.
27. Ulubey, Ö. & Aykaç, N. (2017). Türkiye Cumhuriyetin ilanından 2005’e eğitim felsefelerinin ilkokul programlarına yansıması [Reflections of educational philosophies on the primary school curricula from the foundation of the Republic of Turkey to 2005]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(3), 1173-1202. https://doi.org/10.17860/mersinefd.335241
28. Wang, H., Li, L., Wu, J., & Gao, H. (2023). Scientific information literacy: adaption of concepts and an investigation into the Chinese public. Media and Communication, 11(1), 335-248. https://doi.org/10.17645/mac.v11i1.6077