Fen Öğrenme Progresyonları Üzerine Bir İnceleme

Öğrenme progresyonları öğretim programı ile ilgili hipotezlerin dikkatli bir şekilde tasarlanmasına ve test edilmesine dayanan kanıt temelli modellerden biridir ve son yıllarda öğrencilerin merkezi bilimsel kavramları anlamasını destekleme ve o alandaki okuryazarlıklarını artıracak öğretim materyallerini tasarlama anlamında popülerlik kazanmaktadır. Fen eğitiminde öğrenme progresyonları ile ilgili olan bu inceleme çalışması konuyla ilgili araştırma, geliştirme ve inceleme çalışmaları hızla ilerlerken Türkçe alanyazındaki erişilebilir kaynakları artırmak ve daha fazla araştırmacı ve uygulayıcının dikkatini çekmek gereksinimlerinden yola çıkılarak gerçekleştirilmiştir. Bu bağlamda çalışmada konuyla ilgili yapılmış çalışmalar incelenerek (a) öğrenme progresyonlarının tanımı, genel özellikleri, potansiyel kullanım alanları, (b) öğrenme progresyonlarının geliştirilmesi, geçerliliği ve revizyonu ve (c) öğrenme progresyonlarının değerlendirmeler ile ilişkisine yer verilmektedir. Çalışmanın hem profesyonel programların tasarlanmasında hem de öğretim programlarına yeni bir bakış açısı ile bakılarak öğretim materyallerinin ve değerlendirmelerin programla daha uyumlu hale getirilmesinde öğrenme progresyonlarını incelemeye ve kullanmaya teşvik etmesi umulmaktadır.

Anahtar Kelimeler:

öğrenme progresyonları, fen eğitimi, değerlendirme, değerlendirme üçgeni

A Review on Science Learning Progressions

Learning progressions, as one of the evidence-based models, are based on the careful design and testing of hypotheses related to the curriculum, and have recently gained popularity in terms of supporting students’ core scientific concepts and designing instructional materials to increase their literacy in that area. This review study, which is related to learning progression in science education, has been carried out with the aim of increasing the accessible resources in Turkish literature and attracting more researchers and practitioners while the research, development and examination studies on the subject are progressing rapidly. In this context, this review study includes (a) the definition, general features and potential uses of learning progressions, (b) development, validity and revision of learning progressions, (c) the relationship between learning progressions and assessment and (d) names of previously developed science learning progressions. It is hoped that the study will encourage using learning progressions both in designing professional programs and aligning curriculum, instruction and assessment by looking curricula with a relatively new perspective.

Keywords:

learning progressions, science education, assessment, assessment triangle,

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