Cumhuriyetten günümüze fen programlarında bilimsel süreç becerileri ile fen-teknoloji-toplum-çevre kazanımlarının karşılaştırılmalı incelenmesi
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Tarih
2019
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Aksaray Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Cumhuriyet döneminde hazırlanan ilk kapsamlı program olan 1926 programında, ilkokul iki devredir. 1.2.3. sınıf birinci devre olarak düzenlenirken, 4. ve 5. Sınıflar ikinci devredir. 4 ve 5. sınıflarda “Tabiat Dersleri” yer alırken 5. Sınıfta “Eşya Dersleri” yer almıştır. 1926 programının revize edilmesi ile 1936 programı yapılmış olup ilkokulun amaçları geniş kapsamlı bir şekilde ilk kez ortaya konulmuştur. 1948 programı ise daha uzun süreçli olmuş, 20 yıl boyunca konularda değişikliğe gidilmemiştir. Uzun bir süre denendikten sonra uygulamaya sokulan 1968 İlkokul Programında ise “Fen ve Tabiat Bilgileri” dersi yer almıştır. Bu ders bir önceki programda yer alan “Tabiat Bilgisi, Tarım- İs ve Aile Bilgisi” derslerinin bütünleşmiş halidir. 1968 programı Fen ve Tabiat Bilgisi dersi için öğrencilerin yaşadıkları çevreyi iyi bir şekilde tanımaları, bu çevrede yaşamaktan zevk almaları ve günlük hayatla ilgili bilgileri edinerek bu çevreye uyum sağlamaları gibi 5 maddelik amaçlar içermektedir. Ayrıca öğretmenin uygulamalarda göz önünde bulundurması gereken açıklamalar 37 madde olarak yer alırken günlük çalışmalar başlığında ise 30 maddelik açıklayıcı notlar yer almaktadır. Bu çalışmada 1926, 1936, 1948 ve 1968 yılı İlkokul müfredatlarına göre hazırlanan Fen programlarının Bilimsel Süreç Becerileri ve Fen-Teknoloji-Toplum-Çevre yönünden analiz edilerek 2013 Fen Bilimleri ders programıyla karşılaştırmalı olarak incelenmesi amaçlanmaktadır. Araştırmada nitel çalışmalarda veri toplama yöntemlerinden olan doküman incelenmesi kullanılmıştır. Veriler Milli Eğitim Bakanlığı’nın ilgili dönemlerde yayınladığı fen dersleri programları incelenerek toplanmıştır. Bulgulara göre 2004-2013 programında yeni bir kavram olan bilimsel süreç becerileri ve fenteknoloji-toplum-çevre kazanımlarından bazıları 1926, 1936, 1948, 1968 ilkokul programlarının içeriğinde yer almakta ve 2018 programında yer alan kazanımlarla benzer özellikler göstermektedir. Bu araştırmanın sonuçlarına göre görülmüştür ki hazırlanan tüm yeni programlar kendisinden önceki programlara dayanmakta ve hem toplumun sosyo-ekonomik yapısı hem de eğitimdeki yeniliklere göre şekil almaktadır
In the 1926 program, which was the first comprehensive program prepared in the Republican period, the primary school education was in two circuits. While the 1st , 2nd and 3rd grades were arranged as the first circuit, 4th and 5th grades were the second circuit. This curriculum is revised and 1936 curriculum was prepared. The 1948 curriculum was longer lasting and the subjects were not changed for 20 years. In the 1968 Primary School Program, which was put into practice after tested for a long period, “Science and Nature Knowledge” course took place. This course is an integration of ”Natural Knowledge, Agriculture-Bussiness and Family Knowledge” courses in the previous program. The 1968 program includes 5-point objectives for the students of Science and Nature Knowledge course like to get to know the environment they live in, to enjoy living in this environment and to obtain information about daily life and to adapt to this environment. In this study, it is aimed to analyze Science programs prepared according to primary school curricula of 1926, 1936, 1948 and 1968 in terms of Scientific Process Skills and from the point of Science-Technology-Society-Environment and to examine them in comparison with the 2013 Science course syllabus. In this study, document analysis which is one of the qualitative research data collection methods is used. The data were collected by examining science courses syllabi issued by Ministry of National Education in related periods. According to the findings of this research, some of the scientific process skills and science-technology-society-environment learning outcomes, which were new concepts in the 2004-2013 curriculum, had been included in the content of primary school curricula of 1926, 1936, 1948, 1968 and show similar characteristics with the learning outcomes in 2018 curriculum. According to the results of this research, it is seen that all the new curricula prepared are based on the previous curricula and form according to the socio-economic structure of the society as well as the innovations in the education system.
In the 1926 program, which was the first comprehensive program prepared in the Republican period, the primary school education was in two circuits. While the 1st , 2nd and 3rd grades were arranged as the first circuit, 4th and 5th grades were the second circuit. This curriculum is revised and 1936 curriculum was prepared. The 1948 curriculum was longer lasting and the subjects were not changed for 20 years. In the 1968 Primary School Program, which was put into practice after tested for a long period, “Science and Nature Knowledge” course took place. This course is an integration of ”Natural Knowledge, Agriculture-Bussiness and Family Knowledge” courses in the previous program. The 1968 program includes 5-point objectives for the students of Science and Nature Knowledge course like to get to know the environment they live in, to enjoy living in this environment and to obtain information about daily life and to adapt to this environment. In this study, it is aimed to analyze Science programs prepared according to primary school curricula of 1926, 1936, 1948 and 1968 in terms of Scientific Process Skills and from the point of Science-Technology-Society-Environment and to examine them in comparison with the 2013 Science course syllabus. In this study, document analysis which is one of the qualitative research data collection methods is used. The data were collected by examining science courses syllabi issued by Ministry of National Education in related periods. According to the findings of this research, some of the scientific process skills and science-technology-society-environment learning outcomes, which were new concepts in the 2004-2013 curriculum, had been included in the content of primary school curricula of 1926, 1936, 1948, 1968 and show similar characteristics with the learning outcomes in 2018 curriculum. According to the results of this research, it is seen that all the new curricula prepared are based on the previous curricula and form according to the socio-economic structure of the society as well as the innovations in the education system.
Açıklama
Anahtar Kelimeler
Fen Bilimleri, Bilimsel Süreç Becerileri, Fen Okuryazarlığı, Fen Teknoloji Toplum ve Çevre, Öğretim Programları, Sciences, Scientific Process Skills, Science Technology Society and Environment, Curriculum, Scientific Literacy
