Türk Biyoloji Öğretmenlerinin Eğitim Programı Uygulamasında Yaşadıkları Kısıtlılıklarla İlgili Algıları *

Bu çalışma biyoloji dersi eğitim programı uygulaması sürecinde öğretmenlerin karşılaştıkları sorunların belirlenmesi amacıyla gerçekleştirilmiştir. Çalışmanın örneklemini 12 ilde 119 genel lisede çalışmakta olan 128 biyoloji öğretmeni oluşturmaktadır. Veriler çözümlenmesinde betimleyici ve yordayıcı istatistikler ile nitel veri analizi yöntemleri kullanılmıştır. Bulgular program değişikliği, öğretmenlerin mesleki gelişimi, değerlendirme uygulamaları, kaynakların mevcudiyeti ve hedeflenen program arasındaki uyumsuzluğa işaret etmektedir. Bulgular eğitim politika ve uygulamaları ile gelecekte yapılacak bilimsel araştırmalara ışık tutması amacıyla tartışılmıştır.

Constraints of Curriculum Implementation as Perceived by Turkish Biology Teacher *

The purpose of this cross-sectional descriptive study is to identify the constraints perceived by teachers in the implementation process of secondary school biology curriculum in Turkey. Sample of the study consists of 128 biology teachers working in 119 public schools in 12 provinces of Turkey. Data were collected through a survey questionnaire. Descriptive statistics and qualitative data analysis techniques were used to examine teachers' beliefs and to make additional inferences about the constraints they experience. The results highlighted lack of alignments between curriculum change, teacher development, assessment practices, availability of the resources and the intended curriculum. The study discusses the implications of the results concerning policy, practice and further research.

PDF

___

Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Research, 27(2), 129- 137.
Altunoğlu, B. D., Atav, E. (2005). Daha etkili biyoloji öğretimi için öğretmen beklentileri. HU Eğitim Fakültesi Dergisi. 28, 19-28.
Anderson, R.D. (2002). Reforming science teaching: what research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Anderson, R.D., Helms, J.V. (2001). The ideal of standards and the reality of schools: needed research. Journal of Research in Science Teaching. 38(1), 3-16.
Atav, E. (2005). A study about certain demographical characteristics of high school biology teachers' of Turkey. Eurasian Journal of Educational Research. 21, 49-61.
Atav, E., Erdem, E., Yılmaz, A. ve Gücüm, B. (2004). The effect of developing analogies for meaningful learning of the subject of enzymes. HU Eğitim Fakültesi Dergisi. 27, 21-29.
Ayaş, A., Çepni, S., Akdeniz, A.R. (1993). Development of the Turkish secondary science curriculum. Science Education, 77(4), 433-440.
Barab, S. A., Luehman, A. L. (2003). Building sustainable science curriculum: acknowledging and accommodating local adaptation. Science Education, 87(4), 454-467.
Black, P., Atkin, M. (1996). Changing the subject. Innovations in science, mathematics and technology. London: Routledge.
Boote, D. N. (2006). Teachers' professional discretion and the curricula. Teachers and Teaching: Theory and Practice, 12(4), 461-478.
Carter, L. (2005). Globalisation in science education: rethinking science education reforms. Journal of Research in Science Teaching, 42, 561-580.
Cross, M., Mungadi, R., Rouhani, S. (2002). From policy to practice: curriculum reform in South African education. Comparative Education. 38(2), 171-187.
Datnow, A. (2002). Can we transplant educational reform, and does it last? Journal of Educational Change. 3, 215-239.
Davis, K.S. (2003). Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3-30.
Dello-Iacovo, B. (2008). Curriculum reform and 'Quality Education in China: an overview. International Journal of Educational Development. 29, 241-249.
Eisner, E.W. (2000). Those who ignore the past...: 12 'easy' lessons fort he next millennium. Journal of Curriculum Studies. 32(2), 343-357.
Ensari, S., Kete, R. (2010). Lise 1. Sınıf biyoloji derslerinde ders materyali kullanımına ait öğrenci tutumları. Kastamonu Eğitim Dergisi, 18(1), 131-146.
Ernest, P. (1988). The impact of beliefs on the teaching of mathematics. Paper presented at the 6th International Congress of Mathematical Education, Budapest, August.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-64.
Gerçek, C., Soran, H. (2005). Öğretmenlerin biyoloji öğretiminde deneysel yöntemleri kullanması. HU Eğitim Fakültesi Dergisi. 29, 95-102.
Hopmann, S.T. (2003). On the evaluation of curriculum reforms. Journal of Curriculum Studies, 35(4), 459-478.
Hume, A., Cole, R. (2010). Authentic student inquiry: the mismatch between the intended curriculum and the student experienced curriculum. Research in Science ve Technological Education, 28(1), 43-62.
Jones, A., Harlow, A., Cowie, B. (2004). New Zealand teachers' experiences in implementing the technology curriculum. International Journal of Technology and Design Education. 14, 101-119.
Jöreskog, K. G., Sörborn, D. (1993). Lisrel 8: Structural Equation Modelling with SIMPLS Command Language. Lincolnwood, IL: Scientific Software International.
Kline, T. J. B. (2005). Psychological Testing: A Practical Approach to Design and Evaluation. Sage Publications, California.
Köseoğlu, P., Soran, H. (2004). Öğretmenlerin araç gereç kullanımı ile ilgili yeterlikleri hakkında görüşleri. HU Eğitim Fakültesi Dergisi. 27, 189-195.
Kuiper, W., Nieveen, N., Visscher-Voerman, I. (2003). Curriculum development from a technical- professional perspective. In J. Van den Akker, W. Kuiper ve U. Hameyer (Eds.) Curriculum landscapes and trends (pp.177-198). Dordrecht: Kluwer Academic Publishers.
Lewthwaite, B., (2005). 'It's more than knowing the science': a case study in elementary science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 5(2), 171-186.
Mansour, N. (2010). Science teachers' beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education. 4(1), 25-48.
Miles, M. B., Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: SAGE
Milli Eğitim Bakanlığı, MEB, (1993). Program Geliştirme Modeli. Ankara.
Milli Eğitim Bakanlığı, MEB, (1998) T. C. Milli Eğitim Bakanlığı Tebliğler Dergisi. 61(2485).
Milli Eğitim Bakanlığı, MEB, (2007), 9. sınıf biyoloji dersi oğretim programı, Ankara: MEB.
Milli Eğitim Bakanlığı, MEB, (2008a), 10. sınıf biyoloji dersi oğretim programı, Ankara: MEB.
Milli Eğitim Bakanlığı, MEB, (2008b), 11. sınıf biyoloji dersi oğretim programı, Ankara: MEB.
Milli Eğitim Bakanlığı, MEB, (2009), 12. sınıf biyoloji dersi oğretim programı, Ankara: MEB.
Milli Eğitim Bakanlığı, MEB, (2013),Ortaöğretim biyoloji dersi (9,10,11, 12. Sınıflar) öğretim programı, Ankara: MEB.
Munby, H., Cunningham, M., Lock, C. (2000). School science culture: A case study of barriers to developing professional knowledge. Science Education, 84, 193-211.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317- 328.
Özbaş, G., Soran, H. (1993). Biyoloji eğitiminin genel, özel ve Anadolu liselerinde karşılaştırması. HU Eğitim Fakültesi Dergisi. 9, 263-270.
Öztürk, E., (1999). Teacher roles in high school biology curriculum implementation. Yayınlanmamış yüksek lisans tezi. Orta Doğu Teknik Üniversitesi, Ankara: Türkiye
Öztürk, E., (2003). An assessment of high school biology curriculum implementation. Yayınlanmamış doktora tezi. Orta Doğu Teknik Üniversitesi, Ankara: Türkiye http://etd.lib.metu.edu.tr/upload/728428/index.pdf?origin=publicationDetail
Öztürk Akar, E., Yıldırım, A. (2011). Influence of teacher perceptions of students on teaching high school biology. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 44, 19-32.
Öztürk Akar, E. (2013). Biology Teachers' Perspectives of Constraints Operating on Curriculum Implementation. ISNITE'2013: International Symposium, New Issues on Teacher Education, Hacettepe University, Ankara, Turkey.
Patton, M.Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA. Sage.
Pinto, R. (2005). Introducing curriculum innovations in science: identifying teachers' transformations and the design of related teacher education. Science Education. 89, 1-12.
Roehrig, G. H., Kruse, R. A., Kern, A. (2007). Teacher and school characteristics and their influence on curriculum implementation. Journal of Research in Science Teaching, 44(7), 883-907.
Rogan, J. M. (2007). How much curriculum change is appropriate? Defining zone of feasible innovation. Science Education. 91, 439-460.
Rogan, J. M., Grayson, D. J. (2003). Towards a theory of curriculum implementation with particular reference to science education in developing countries. International Journal of Science Education. 25(10), 1171-1204.
Şahin, İ. (2010). Curriculum assessment: constructivist primary mathematics curriculum in Turkey. International Journal of Science and Mathematics Education, 8(1), 51-72.
Schneider, R. M., Krajcik, J., Blumenfeld, P. (2005) Enacting reform-based science materials: the range of teacher enactments in reform classrooms. Journal of Research in Science Teaching. 42(3), 283-312.
Squire, K. D., McKinster, J. G., Barnett, M., Luehmann,A. L., Barab, S. L. (2003). Designed curriculum and local culture: acknowledging the primacy of classroom culture. Science Education, 87, 468-489.
Stoffels, N., T. (2005). "Sir, on what page is the answer?" Exploring teacher decision-making during complex curriculum change, with specific reference to the use of learner support material. International Journal of Educational Development, 25, 531-546.
Tabachnick, B.G., Fidell, L.S., (2007). Using multivariate statistics, 5th Ed. Pearson, Boston.
Taşçı, G., Yaman, H., Soran, H. (2010). Biyoloji öğretmenlerinin yeni teknolojileri kullanması durumu. HU Eğitim Fakültesi Dergisi. 38, 267-278.
Türk İstatistik Kurumu (TÜİK), (2011). Yıllık Milli Eğitim İstatistikleri. Ankara.
Tytler, R. (2007). School innovation in science: a model for supporting school and teacher development. Research in Science Education. 37, 189-216.
Van Den Akker, J.J. (1998). The science curriculum: Between ideals and outcomes. In B. Fraser ve K. Tobin (Eds.) International handbook of science education (pp.421-447). Dordrecht: Kluwer Academic Publishers.
Van Den Akker, J.J. (2003). Curriculum perspectives: An introduction. In J. Van den Akker, W. Kuiper ve U. Hameyer (Eds.) Curriculum landscapes and trends (pp.1-11). Dordrecht: Kluwer Academic Publishers.
World Bank (2005). Turkey--Education Sector Study Sustainable Pathways to an Effective, Equitable, and Efficient Education System for Preschool through Secondary School Education, Report No. 32450-TU.
Yager, R. E., Lutz, M. V. (1994). 'How' versus 'What'. School Science and Mathematics, 94(7), 338-346.
Yılmaz, M. (1998). Değişen eğitim sistemlerinin liselerdeki biyoloji eğitimi üzerine etkileri. Yayınlanmamış yüksek lisans tezi. Hacettepe Universitesi, Ankara.
Zembylas, M. (2002). The global, the local, and the science curriculum: a struggle for balance in Cyprus. International Journal of Science Education, 24(4), 499-519.
Zhang, B., Krajcik, J., Wang, L., Hu, J., Wu, J., Qiang, Y., et al. (2003). Opportunities and challenges of China's inquiry-based education reform in middle and high school: Perspectives of science teachers and teacher educators. Paper presented at the American Educational Research Association Annual Meeting, Chicago, April.