Science Curricula and Science Teachers Training in Turkey: Past, Present and Future (original) (raw)
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The purpose of this research is to identify the problems that teachers have experienced during the implementation of the science curriculum and their suggestions for solution to these problems. In the research, survey model has been used among the descriptive research methods in which quantitative and qualitative data have been used together. The sample of the research consists of science teachers (n=208) and classroom teachers who deliver science courses (n=104) in Manisa province. A questionnaire form and a semi-structured interview form developed by the researchers have been used as data collection tools. For quantitative data, percentage and frequency values have been analysed and for qualitative data, content analysis have been performed. As a result of the analyses the problems encountered in the implementation of the curriculum have been examined in three different categories namely; teacher-related problems, curriculum-related problems and other problems. According to the results of the questionnaire, most of the teachers think that they confront with problems because they do not see themselves sufficient in terms of designing/evaluating a project, designing an experiment and creating an activity. In terms of the program, the majority of teachers think that they encounter with problems as there is not enough information about the implementation of the inquiry-based learning approach and not enough examples and explanations for the learning outcomes. In addition, nearly half of the teachers’ state that they have problems with the use of alternative assessment tools and techniques in the program. Regarding other problems; the insufficient content of the course book, lack of materials, lack of adequate support from parents, and technological inadequacies are among the problems most of the teachers have experienced. Similarly, when the results of interviews have been examined; materials, laboratories, and the inadequacy of the course book are among the most frequently mentioned problems. When the survey results of teachers' suggestions for solution have been examined; putting more emphasis on teachers’ views in the process of curriculum development, revision of curricula of education faculties oriented to the changes in curriculum, preparation of flexible curricula according to students’ needs, improvement of technological infrastructure of schools and classes, preparation of guidebooks for teachers, raising the knowledge levels of parents about the instruction program, providing an in-service training for designing experiments/projects are among the most frequently selected recommendations from teachers. When the interview results have been examined, it has been seen that most of the suggestions are about increasing the number and quality of in-service trainings and increasing the quality of laboratory and material facilities and textbooks. Since the newly announced science curriculum will be gradually implemented as of 2017-2018 academic year, it is expected that the results of the study will contribute to the field in terms of the problems and solution suggestions for the current curriculum, the program development and update studies, the contents of in-service trainings and comparison of the curricula.
Comparative Analysis of the Science Teaching Curricula in Turkey
Comparative Analysis of the Science Teaching Curricula in Turkey, 2020
The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.
A Comparative Analysis of the Science Curricula Applied in Turkey Between 2000 and 2017
International Journal of Higher Education, 2018
This study aims to conduct a multidimensional analysis of the 2017 Science Curriculum taking the previous three curricula into account. The document analysis technique, which is a qualitative research method, was used. The Science curricula of 2000, 2005, 2013 and 2017 were analyzed in detail for this purpose. The 2017 Science Curriculum, which is one of the last four curricula, was described and interpreted by discussing its important qualities as well as the similarities and differences between this curriculum and the other curricula. In addition, it was found out that the Science curricula used between 2000 and 2017 were in line with the Ohio Competency-Based Science Model. The skills included in these four curricula, the contents used to have skills acquired, the materials used to equip students with the skills, and the conditions where the acquisitions are expected to be used are pointed out in this study taking into account the key elements included in the Competency-Based Sci...
Comparison of Turkish Elementary School Science Curriculum: 2005-2013-2017
2017
Change is an inevitable reality of life. The developments in the world affect the qualities expected from individuals and this reflects on the educational systems. For this reason, the high competitiveness of the countries in the international arena requires that the education systems comply with the requirements of the age. In Turkey, it is seen that the curriculum has been changed in various times since the announcement of the Republic. In 2005, a major change was done and the curriculum was prepared in line with the philosophical and structural approach as well as the the requirements of the age. These programs were updated in 2013 by reviewing the 4 + 4 + 4 education system which was designed in 2012. In 2017, the curriculum has been updated with stakeholder’s feedback in line with the problems faced by previously developed programs and practices. In this context, the aim of the study is to compare the elementary school science curriculums which were prepared based on the constr...
Science curriculum in Turkey from 21st century skills’ perspective
Socialinis ugdymas, 2021
The purpose of this study is to analyze science education curriculums in Turkey (2005, 2013, 2017, and 2018) in terms of 21 st-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 21 st-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 21 st-century learning and innovation 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.
A Curriculum Reflection: New Science and Technology Curriculum in Turkey
The goal of the present study was to investigate science teachers' perceptions and reflections over the new science and technology curriculum in Turkey. New science and technology curriculum was based on the constructivist principles, multiple assessment techniques, and many daily life activities. Semi structured interviews with 6 elementary science teachers from 6 different public schools were conducted in Ankara, Turkey. Interview schedule consists of 23 questions and it was organized in 9 themes. These themes are personal information, structure of change, acceptance of change, opinions about the change, feelings about the change, personal accountability for the change, implementation of the change, teacher competency in change, and effects of change on teachers. Additional data was collected through observation forms which include 2 subthemes. According to data analysis, teachers and students are attempting to adapt themselves for their new roles as a facilitator and an active learner. In this context the previous learning experiences of both are an obstacle for the adaptation process. In addition, crowded classrooms, individual differences, socioeconomic status, parents over valuing of grades, physical restrictions, and insufficient inservice teacher training were determined as the main problems of the implementation.
Eurasia Journal of Mathematics, Science and Technology Education, 2007
Turkey has more than 130 years of experience of elementary teacher education in formal meaning after opening of the first elementary teacher school. During this time period, approximately in every 10 years there were some major changes based on the level of elementary teacher schools such as middle school, high school or higher education institutes, the number of years of education, and the name and weekly hours of courses. The average percentage of weekly hours of science or science related courses is around 9.69%. The highest percentage of weekly hours of science courses in the history of Turkish elementary teacher schools with the range of 12.1% and 16% belongs to the beginning of Republic or Atatürk era between 1923 and 1938 years. This also shows the main approach of the era of Ataturk to the education as well as elementary teacher education. The lowest percentage of weekly hours of science related courses as 2.1% corresponded to the two-year higher education institutes during 1970s. It shows that this period was the most neglected, and politicized era in Turkish elementary teacher preparation and education. On the other hand, Turkish elementary teacher education has begun to show acceleration in changing and takes its proper place in both qualitative and quantitative meaning, such as increasing the level of elementary teacher education schools to four-year college level institutions and the percentage of weekly hours of science related courses.