Gülşah Yıldırım Kırbacı | The University of Adelaide (original) (raw)
Uploads
Papers by Gülşah Yıldırım Kırbacı
Socialinis ugdymas, 2021
The significant goal of science education is to raise students as scientifically literate individ... more The significant goal of science education is to raise students as scientifically literate individuals. The key element for scientific literacy is the understanding of nature of science (NOS). Nature of science which contains some aspects that reveal the epistemology of science has values and beliefs at the center of the advancement of scientific knowledge. Therefore, nature of science instruction should be characterized in science education, specifically in curriculums and textbooks. Textbooks play a critical role in science education because many students enroll the courses with the books that are generally seen the main components. The aim of this study is to analyze the globally used lower secondary science textbooks based on nature of science. Document analysis design, one of the qualitative research methods, has been used in this study. This method allows data in order to be examined to reveal meaning and enhance empirical meaning. Three lower secondary science textbooks are examined by dividing into the segments as small as possible as text, figure and assessment units. The analysis was framed by reflecting nature of science in four themes. The themes are: (1) science as a body of knowledge, (2) science as a way of investigation, (3) science as a way of thinking, and (4) science's interactions with technology and society. The results show that the first theme that is science as a way of knowledge is the most stressed in the three globally used lower secondary textbooks, whereas the third and fourth theme of NOS are the least emphasized themes.
Socialinis ugdymas, 2021
The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017... more The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017, and 2018) in terms of 21st century skills. For this purpose, document analysis, one of the qualitative research methods, was used. The study’s documents consist of the science curriculums of 2005, 2013, 2017, and 2018. Descriptive analysis was used in the analysis. The study results were grouped under four themes, involving how 21st-century skills are covered in science curriculums’ 1) objectives, 2) vision and competences, 3) field-specific skills, and 4) measurement and evaluation approaches. It has been found that the objectives, vision and competences, and field-specific skills of all curriculums include 21st-century learning and in- novation skills; information, media, and technology skills; and life and career skills. Regarding curriculums’ measurement and evaluation approaches, information, media, and technology skills are not included in the 2017 and 2018 curriculums, whereas all these skills are included in the 2005 and 2013 curriculums.
Socialinis ugdymas, 2021
The significant goal of science education is to raise students as scientifically literate individ... more The significant goal of science education is to raise students as scientifically literate individuals. The key element for scientific literacy is the understanding of nature of science (NOS). Nature of science which contains some aspects that reveal the epistemology of science has values and beliefs at the center of the advancement of scientific knowledge. Therefore, nature of science instruction should be characterized in science education, specifically in curriculums and textbooks. Textbooks play a critical role in science education because many students enroll the courses with the books that are generally seen the main components. The aim of this study is to analyze the globally used lower secondary science textbooks based on nature of science. Document analysis design, one of the qualitative research methods, has been used in this study. This method allows data in order to be examined to reveal meaning and enhance empirical meaning. Three lower secondary science textbooks are examined by dividing into the segments as small as possible as text, figure and assessment units. The analysis was framed by reflecting nature of science in four themes. The themes are: (1) science as a body of knowledge, (2) science as a way of investigation, (3) science as a way of thinking, and (4) science's interactions with technology and society. The results show that the first theme that is science as a way of knowledge is the most stressed in the three globally used lower secondary textbooks, whereas the third and fourth theme of NOS are the least emphasized themes.
Socialinis ugdymas, 2021
The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017... more The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017, and 2018) in terms of 21st century skills. For this purpose, document analysis, one of the qualitative research methods, was used. The study’s documents consist of the science curriculums of 2005, 2013, 2017, and 2018. Descriptive analysis was used in the analysis. The study results were grouped under four themes, involving how 21st-century skills are covered in science curriculums’ 1) objectives, 2) vision and competences, 3) field-specific skills, and 4) measurement and evaluation approaches. It has been found that the objectives, vision and competences, and field-specific skills of all curriculums include 21st-century learning and in- novation skills; information, media, and technology skills; and life and career skills. Regarding curriculums’ measurement and evaluation approaches, information, media, and technology skills are not included in the 2017 and 2018 curriculums, whereas all these skills are included in the 2005 and 2013 curriculums.