İlkokul 3. ve 4. sınıf fen bilimleri dersi öğretim programının değerlendirilmesi
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Dosyalar
Tarih
2022
Yazarlar
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, 2018-2019 öğretim yılından itibaren uygulanan 3. ve 4.sınıf Fen Bilimleri Dersi Öğretim Programı'nı öğretmen görüşleri doğrultusunda Bağlam- Girdi - Süreç - Ürün (CIPP) modeli kullanılarak değerlendirilmesi amaçlanmıştır. Araştırmada karma desen kullanılmıştır. Veri toplama aracı olarak, nicel veriler için CIPP değerlendirme modeline göre hazırlanan anket, nitel veriler içinse yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın örneklemi Hatay ilinin merkez ve ilçelerinde görev yapan 227 sınıf öğretmeni tarafından oluşturulmuştur. Nicel verilerin analizinde frekans ve yüzde hesaplamaları kullanılmış, nitel verilerin analizinde ise verilen cevaplar, içerik analiziyle analiz edilmiştir. Araştırmada ulaşılan sonuçlara göre bağlam boyutunda değerlendirildiğinde programın en güçlü yanları; uygulanabilirliği ve öğrencilerin öğrenmesine uygunluğu iken, en zayıf yanı ise bireysel farklılıkların yeterince dikkate alınmamasıdır. Programın girdi boyutunun en güçlü yanları; öğrencilerin öğrenme düzeylerine uygunluğu, yaş ve gelişim düzeylerine uygunluğu iken; en zayıf yanı ise mevcut teknolojik donanım ve araç-gerece uygun olmamasıdır. Programın süreç boyutunun en güçlü yanları; öğrenci ilgisini çekmesi, öğretmenler tarafından önerilen şekilde uygulanması ve üst bilişsel becerilerin kazandırılması iken; en zayıf yanı öğretmenlerin programı uygularken yüksek performans göstermeleri gerekmesidir. Programın ürün boyutunun en güçlü yanları; öğrencilerin ileriki yıllarda öğrenecekleri konular için gerekli bilgi ve becerilere temel oluşturması, fikirlerini rahatça ifade etmelerine imkân sağlaması ve olumlu fen tutumları kazandırması iken; en zayıf yanları, milli ve manevi değer bilincine yeterince duyarlı olmaması, fen, mühendislik ve tasarım becerilerini kazandırma potansiyelinin düşük olmasıdır. Son olarak; öğretmenlerin çoğunluğu konuların içeriğinin yeterli olduğunu belirtmişlerdir. ANAHTAR KELİMELER 2018 Fen Bilimleri Dersi Öğretim Programı, Fen Öğretimi, Fen Eğitimi, Program Değerlendirme, CIPP Modeli
In this research, it is aimed to evaluate the 3rd and 4th grade Science Curriculum, which has been implemented since the 2018-2019 academic year, by using the Context-Input-Process-Product (CIPP) model in line with the opinions of the teachers. Mixed method was used in the research. A questionnaire prepared according to the CIPP evaluation model was used for quantitative data, and a semi-structured interview form was used for qualitative data. The sample of the study was formed by 227 primary school teachers working in the center and districts of Hatay province. Frequency and percentage calculations were used in the analysis of quantitative data, and the answers given in the analysis of qualitative data were analyzed with content analysis. According to the results of the research, when the program is evaluated in context, the strongest aspects of the program are; its applicability and suitability for students' learning, while its weakest point is that individual differences are not taken into account sufficiently. While The strengths of the input dimension of the program; are the suitability for students previous learning levels, their age and developmental level; The weakest aspect is that it is not suitable for the current technological equipment and tools. The strongest aspects of the process dimension of the program; are attracting student attention, its application as suggested by teachers and gaining metacognitive skills; whereas The weakest part is that teachers have to show high performance are implementing the program. The strengths of the product dimension of the program; while providing the basis for the knowledge and skills necessary for the subjects that students will learn in the future, enabling them to express their ideas comfortably and gaining positive science attitudes; whereas Its weakest points are that its not being sensitive enough to the awareness of national and moral values, and its potential to provide science, engineering and design skills. Finally; Most of the teachers stated that there are no subjects that should be included in the program and that the content of the subjects is sufficient. KEYWORDS 2018 Turkish Science Curriculum, Science Education, Science Education, Program Evaluation, CIPP Model
In this research, it is aimed to evaluate the 3rd and 4th grade Science Curriculum, which has been implemented since the 2018-2019 academic year, by using the Context-Input-Process-Product (CIPP) model in line with the opinions of the teachers. Mixed method was used in the research. A questionnaire prepared according to the CIPP evaluation model was used for quantitative data, and a semi-structured interview form was used for qualitative data. The sample of the study was formed by 227 primary school teachers working in the center and districts of Hatay province. Frequency and percentage calculations were used in the analysis of quantitative data, and the answers given in the analysis of qualitative data were analyzed with content analysis. According to the results of the research, when the program is evaluated in context, the strongest aspects of the program are; its applicability and suitability for students' learning, while its weakest point is that individual differences are not taken into account sufficiently. While The strengths of the input dimension of the program; are the suitability for students previous learning levels, their age and developmental level; The weakest aspect is that it is not suitable for the current technological equipment and tools. The strongest aspects of the process dimension of the program; are attracting student attention, its application as suggested by teachers and gaining metacognitive skills; whereas The weakest part is that teachers have to show high performance are implementing the program. The strengths of the product dimension of the program; while providing the basis for the knowledge and skills necessary for the subjects that students will learn in the future, enabling them to express their ideas comfortably and gaining positive science attitudes; whereas Its weakest points are that its not being sensitive enough to the awareness of national and moral values, and its potential to provide science, engineering and design skills. Finally; Most of the teachers stated that there are no subjects that should be included in the program and that the content of the subjects is sufficient. KEYWORDS 2018 Turkish Science Curriculum, Science Education, Science Education, Program Evaluation, CIPP Model
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
