Evaluating Turkish science curriculum with PISA scientific literacy framework

Year 2019, Volume: 8 Issue: 3, 217 - 236, 31.07.2019

Nurcan Cansız , Mustafa Cansız

https://doi.org/10.19128/turje.545798

Cited By: 7

Abstract

Any society needs more
scientifically literate citizens even if they do not follow a career in
science. In the 2015 PISA assessment, Turkey ranked 34th among 35
OECD countries based on science literacy scores. The relatively unsuccessful
results of Turkey from international level examinations like PISA has
necessitated the questioning of various components of science education. One of
these components is surely the science curriculum. Being aware of this, we investigated
the primary and middle school Turkish science curriculum for the balance of
science literacy aspects based on the PISA 2015 science literacy framework.
This framework defines scientific literacy under four aspects, namely contexts,
knowledge, competencies, and attitudes. The results revealed that the Turkish
science curriculum does not adequately reflect all dimensions of science
literacy and is dominated by the pure knowledge of the content of science. The
curriculum developers should consider these two points in future curriculum
revisions to increase our success in international examinations like PISA and
to help raise scientifically literate students.

Keywords

Science literacy, PISA 2015, Science curriculum, Science education

Türkiye’de uygulanan fen bilimleri dersi öğretim programının PISA fen okuryazarlığı çerçevesiyle değerlendirilmesi

Abstract

Her toplumun -fen bilimleri
alanında kariyer yapmayacak olsa bile- fen okuryazarı bireylere ihtiyacı
vardır. Türkiye 2015 PISA uygulamasında fen okuryazarlığı puanına göre 35 OECD
üyesi ülkeler arasında 34. sırada yer almıştır. PISA gibi uluslararası düzeyde
uygulanan sınavlarda alınan görece başarısız sonuçlar, Türkiye’de fen
eğitiminin farklı bileşenlerinin sorgulanmasını gerekli kılmıştır. Sınıf içi uygulamalara
dönük bu bileşenlerden biri de kuşkusuz fen bilimleri dersi öğretim
programıdır. Bu noktadan hareketle, bu çalışmada Türkiye’de uygulanan fen
bilimleri dersi öğretim programının fen okuryazarlığı boyutlarını hangi ölçüde
yansıttığı PISA 2015 Fen Okuryazarlığı Değerlendirme Çerçevesi kullanılarak
araştırılmıştır. Bu çerçeve fen okuryazarlığını bağlamlar, bilgi, yeterlikler
ve tutumlar olmak üzere dört boyutuyla tanımlamaktadır. Bulgular mevcut
programın fen okuryazarlığın dört boyutunu dengeli bir şekilde vurgulamada
yetersiz kaldığını ve programının daha çok içerik bilgisine yoğunlaştığını
ortaya koymuştur. Gelecekte yapılacak program güncelleme ve geliştirme
çalışmalarında bu iki noktanın göz önünde bulundurulması, hem PISA gibi
uluslararası sınavlarda başarımızı artıracak, hem de fen okuryazarı öğrenciler
yetiştirmede mesafeleri daha hızlı kat etmemize olanak sağlayacaktır.

Keywords

Fen okuryazarlığı, Fen bilimleri öğretim programı, PISA 2015, Fen eğitimi

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