SÜLEYMAN AKÇAY

1910

The consistency among curriculum, textbooks and placement tests in terms of elementary biology education in Turkey

Türkiye’de eğitimde reform hareketi 1990lardan sonra hız kazanmıştır. Bu doğrultuda zorunlu eğitim 5 yıldan 8 yıla çıkartılmıştır. Bu değişimlerin sonucu olarak, ilköğretim programında 2000 ve 2004 yıllarında yenilemeler yapılmıştır. Resmi eğitimde program, ders kitapları ve bir üst öğrenim kademesine geçiş sınavları önemli bileşenlerdir. Araştırmamızda, ilköğretim biyoloji eğitimi (6, 7 ve 8. sınıflar) açısından program, ders kitapları ve Seviye Belirleme Sınavları (SBS) arasındaki içerik uyumu incelenmiştir. Sonuç olarak bu üç öğe arasında genel manada bir uyum olduğu söylenebilir. Ancak, 2008-2010 yılları arasında bazı biyoloji konularında hiç soru çıkmaması bir uyumsuzluk oluşturmaktadır. Çalışmamızın son kısmında ise, gelecekte yapılabilecek program değişiklikleri veya güncellemelerine yönelik bazı öneriler sunulmuştur.

Türkiyedeki ilköğretim biyoloji eğitimi açısından program,ders kitapları ve yerleştirme sınavları arasındaki uyum

The educational reform movements in Turkey have been accelerating since the 1990s. In connection with this, 5-year compulsory education was changed to 8 years. Following this, primary education curriculum was renewed in 2000 and 2004. The important components of formal education are the curriculum, textbooks and the examinations for entering the next stage of education (such as Secondary Education Placement Examinations (SEPE) and Higher Education Placement Examinations (HEPE) exams). This study investigates the content congruity between primary education second stage (the 6th-8 grade) curriculum for the science and technology course and the SEPE exams and the textbooks from the perspective of biology. The research found, in consequence, no incongruity between the three elements in general. In SEPE exams (2008-2010), there were no questions on some issues in the textbooks and curriculum which, therefore, can be regarded as inconsistency among curriculum, textbooks and SEPE exams. In the last part of our study, several recommendations towards the innovations of the curriculum have been made for the future.
PDF

___

  • Abd‐El‐Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835- 855.
  • Akınoğlu, O. (2008). Primary education curriculum reforms in Turkey. Wold Applied Sciences Journal, 3 (2), 195-199.
  • Akşit, N. (2007). Educational reform in Turkey. International Journal of Educational Development, 27 (2), 129–137.
  • Aydın, O. (2007). Teacher views on primary 4th and 5th grade science and technology course curriculum (A case of Kütahya). Unpublished master’s thesis, University of Osmangazi, Eskişehir.
  • Babadoğan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning, 1(1), 1-6.
  • Bayrakçı, M. (2005). Ders kitapları konusu ve ilköğretimde ücretsiz ders kitabı dağıtımı projesi. Milli Eğitim Dergisi, 165. Retrieved June 21, 2012, from http:// dhgm.meb.gov.tr/ yayimlar/ dergiler /Milli_Egitim_Dergisi /165/bayrakci.htm.
  • Beaton, A. E., Martin, M. O., Mullis, I. V., Gonzales, E. J., Smith, T. A., & Kelly, D. L. (1996). Science achievement in the middle school years: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College.
  • Bishop, J. H. (1998). The effect of curriculum-based external exit exam systems on student achievement. The Journal of Economic Education, 29(2), 171-182.
  • Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers' conceptions. Journal of Research in Science Teaching, 46(7), 791-812.
  • Bulut, M. (2005). Curriculum reform in Turkey: A case of primary school mathematics curriculum. www.ejmste.com, 203(3), 203-212.
  • Cañal, P. (1999). Photosynthesis and 'inverse respiration’ in plants: An inevitable misconception? International Journal of Science Education, 21(4), 363-371.
  • Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(15), 1847-1868.
  • de Posada, J. M. (1999). The presentation of metallic bonding in high school science textbooks during three decades: Science educational reforms and substantive changes of tendencies. Science education, 83(4), 423-447.
  • Delil, H. (2006). An analysis of geometry problems in 6 - 8 grades Turkish mathematics textbooks. Unpublished doctoral dissertation, Middle East Technical University, Ankara.
  • Demirbaş, M. (2008). A comparative study on 6th grade “science curriculum” and “science and technology curriculum”: Pre-instructional views. Uludag University, Faculty of Education Journal, 21(2), 313-338.
  • Dindar, H. & Taneri, A. (2011). Comparing goals, concepts and activities of science programs developed by the Turkish ministry of education in 1968, 1992, 2000 and 2004. Kastamonu University, Kastamonu Education Journal, 19(2), 363-378
  • Gözütok, F. D. (2003). Curriculum development in Turkey. In W.F. Pinar (Eds.). International Handbook of Curriculum Research (pp. 607-622). Routledge: London.
  • Griffard, P. B., & Wandersee, J. H. (2001). The two-tier instrument on photosynthesis: What does it diagnose?. International Journal of Science Education, 23(10), 1039-1052.
  • Grossman, G. M., Onkol, P. E., & Sands, M. (2007). Curriculum reform in Turkish teacher education: Attitudes of teacher educators towards change in an EU candidate nation. International Journal of Educational Development, 27(2), 138-150.
  • Güneş, M.H., Çelikler, D. & Gökalp, M. (2008). İlköğretim I. kademedeki yeni fen ve teknoloji ders kitapları konusunda sınıf öğretmenlerinin görüşleri. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü Dergisi, 17(3), 193-210.
  • HEPE., (2010). 2010-LYS sınavlarına ilişkin sayısal bilgiler (sunu). Ankara: OSYM. http://www.osym.gov.tr/dosya/1-55969/h/lyssonuc2010sunum.pps (Accesssed 20 November 2012).
  • İcbay, M. A. (2005). A SWOT Analysis on the university entrance examination in Turkey: A case study. Mersin University Journal of the Faculty of Education, 1(1), 126-140.
  • İncikabı, L. (2011). The coherence of the curriculum, textbooks and placement examinations in geometry education: How reform in Turkey brings balance to the classroom. Education as Change, 15(2), 239- 255.
  • İrez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422- 447.
  • Käpylä, M., Heikkinen, J. P., & Asunta, T. (2009). Influence of content knowledge on pedagogical content knowledge: The case of teaching photosynthesis and plant growth. International Journal of Science Education, 31(10), 1395-1415.
  • Karaer, H. (2006). Opinions of science course teachers about the subject teaching in primary school (Amasya sample). Erzincan Journal of Education, 8(2), 97-111.
  • Kim, J. H. Y., & Jung, H. Y. (2010). South Korean digital textbook project. Computers in the Schools, 27(3- 4), 247-265.
  • Knain, E. (2001). Ideologies in school science textbooks. International Journal of Science Education, 23(3), 319-329.
  • Koç, Y., Işıksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8(1), 30-39.
  • Krall, R. M., Lott, K. H., & Wymer, C. L. (2009). Inservice elementary and middle school teachers’ conceptions of photosynthesis and respiration. Journal of Science Teacher Education, 20(1), 41-55.
  • Leite, L. (1999). Heat and temperature: An analysis of how these concepts are dealt with in textbooks. European Journal of Teacher Education, 22(1), 75-88.
  • Lemoni, R., Stamou, A. G., & Stamou, G. P. (2011). “Romantic”,“Classic” and “Baroque” Views of Nature: An Analysis of Pictures About the Environment in Greek Primary School Textbooks—Diachronic Considerations. Research in Science Education, 41(5), 811-832.
  • Lin, C. Y., & Hu, R. (2003). Students' understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. Int. J. Sci. Educ., 25(12), 1529-1544.
  • Lubben, F., Campbell, B., Kasanda, C., Kapenda, H., Gaoseb, N., & Kandjeo-Marenga, U. (2003). Teachers' Use of Textbooks: Practice in Namibian science classrooms. Educational studies, 29(2-3), 109-125.
  • Marmaroti, P., & Galanopoulou, D. (2006). Pupils' understanding of photosynthesis: A questionnaire for the simultaneous assessment of all aspects. International Journal of Science Education, 28(4), 383- 403.
  • Martin, M. O., Mullis, I. V., & Foy, P. (2008). TIMSS 2007 international mathematics report: Findings from IEA's Trends in International Mathematics and Science Study at the fourth and eighth grades. IEA.
  • Martin, M. O., Mullis, I. V., Gonzales, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international science report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Martin, M. O., Mullis, I. V., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., ... & O’Connor, K. M. (2000). TIMSS 1999 international science report. Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston College.
  • MONE, (2006). İlköğretim fen ve teknoloji dersi (6-8 sınıflar) öğretim programı [Elementary school science curriculum (grades 6-8)]. Retrieved December20, 2011,from http://ttkb.meb.gov.tr/program2.aspx/?width=900.
  • MONE, (2011). National education statistics: Formal education 2010-2011. Ankara: Milli Eğitim Basımevi.
  • MONE, (2012). 12 Yıllık Zorunlu Eğitime Yönelik Uygulamalar GENELGE2012/20. Retrieved April 20, 2013, from http://mevzuat.meb.gov.tr/html/onikiyillik/oniki.html.
  • Mülayim, H., & Soran, H. (2002). Lise 1 biyoloji ders kitapları ve haftalık ders saatleri hakkında öğrenci, öğretmen ve okul yöneticilerinin görüş ve önerileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 185-197.
  • Nakiboğlu, C. (2009). Deneyimli kimya öğretmenlerinin ortaöğretim kimya ders kitaplarını kullanımlarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1), 91-101.
  • Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82(5), 527- 552.
  • Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157-161.
  • Öztürk, İ. H. (2011). Curriculum reform and teacher autonomy in Turkey: The case of the history teaching. International journal of instruction, 4(2), 113-128.
  • Piper, S., & Shaw Jr, E. L. (2010). Teaching Photosynthesis with ELL Students. Science Activities, 47(3), 68- 74.
  • Rillero, P. (2010). The rise and fall of science education: A content analysis of science in elementary reading textbooks of the 19th century. School Science and Mathematics, 110(5), 277-286.
  • Roseman, J. E., Stern, L., & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching, 47(1), 47-70.
  • SEPE., (2010). 2010 Seviye Belirleme Sınavı İstatistikleri (The statistics for 2010 secondary education institutions student selection and placement examination). Retrieved December 20, 2011, from http://oges.meb.gov.tr/sbs_istat.htm.
  • Sun, J., Flores, J., & Tanguma, J. (2012). E‐Textbooks and students’ learning experiences. Decision Sciences Journal of Innovative Education, 10(1), 63-77.
  • Tekbıyık, A. & A.R. Akdeniz. (2008). Teachers’ views about adoption and application of primary science and technology curriculum. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), 23-37.
  • Tracana, R. B., Carvalho, G. S., Ferreira, C., & Ferreira, M. E. (2008). Analysing the theme of pollution in Portuguese geography and biology textbooks. International Research in Geographical and Environmental Education, 17(3), 199-211.
  • Ulusal Rapor. (2011). TIMSS 2007 ulusal matematik ve fen raporu 8. sınıflar. T.C. Milli Eğitim Bakanlığı EARGE. Retrieved April 12, 2012, from http://earged.meb.gov.tr/dosyalar/dokumanlar/uluslararasi/ timss_2007_ulusal_raporu.rar.
  • Ünal, S., Coştu B. & Karataş, F.O. (2004). A general look at the science curriculum development studies in Turkey. Gazi University, Faculty of Education Journal, 24(2), 183-202.
  • Uzun, S., Bütüner, S.Ö. & Yiğit, N. (2010). A comparison of the results of TIMSS 1999-2007: The most successful five countries-Turkey sample. İlköğretim-Online, 9(3), 1174-1188.
  • van Eijck, M., & Roth, W. M. (2008). Representations of scientists in Canadian high school and college textbooks. Journal of Research in Science Teaching, 45(9), 1059-1082.
  • Wilkinson, J. (1999). A quantitative analysis of physics textbooks for scientific literacy themes. Research in Science Education, 29(3), 385-399.
  • Yang, D. (2011). A comparison of content in syllabus-based senior geography textbooks and standards- based senior geography textbooks in mainland China. International Research in Geographical and Environmental Education, 20(2), 121-138.
  • Yenilmez, A., & Tekkaya, C. (2006). Enhancing students' understanding of photosynthesis and respiration in plant through conceptual change approach. Journal of science Education and Technology, 15(1), 81-87.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (7th ed.). Ankara: Seçkin Yayıncılık.
Pegem Eğitim ve Öğretim Dergisi-Cover
  • ISSN: 2146-0655
  • Başlangıç: 2011
  • Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.
Arşiv
Sayıdaki Diğer Makaleler

Opinions of science teachers about the usage of visual media during science and technology course*

MUNİSE SEÇKİN KAPUCU

Examination of teachers’ perceptions of multicultural education

FATMA BAŞARIR, MEDİHA SARI, ABDULLAH ÇETİN

The consistency among curriculum, textbooks and placement tests in terms of elementary biology education in Turkey

SÜLEYMAN AKÇAY

The participation of the secondary school students in the school management’s decision-making process (a sample of beypazarı district)

Elif Gamze ÖZCAN, MEHMET ŞEREN

The examination of relationships between emotional ıntelligence levels and creativity levels of pre-serviceteachers in the teaching-learning process and environments Güler GÖÇENa, Ali YAKAR,

Bilal DUMAN

A model proposal regarding to reconstruction of subsystem of education supervision in Turkey Abdulhakim TAYMUR,

HASAN BASRİ MEMDUHOĞLU