TÜRKİYE’DE 2018 YILINDA UYGULAMAYA KONULAN FEN BİLGİSİ ÖĞRETMENLİĞİ LİSANS PROGRAMININ 1998 ve 2006 LİSANS PROGRAMLARI İLE KARŞILAŞTIRILMASI
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Dosyalar
Tarih
2020
Yazarlar
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öz: Bu çalışmanın amacı, Türkiye’de 2018 yılında uygulamaya konulan ve önceki programlara göre önemli değişiklikler içeren fen bilgisi öğretmenliği lisans programını, 1998 ve 2006 yıllarında uygulanmış olan programlar ile “Alan Eğitimi”, “Meslek Bilgisi”, “Genel Kültür” ve “Seçmeli Dersler” olarak 4 alt temada analiz etmektir. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Veri toplama aracı olarak 2018, 2006 ve 1998 yıllarında Yükseköğretim Kurulu tarafından hazırlanan fen bilgisi öğretmenliği lisans programları kullanılmıştır. Elde edilen bulgular betimsel analiz tekniği ile çözümlenmiştir. Çalışma sonucunda, 2018 lisans programı ile 1998 ve 2006 lisans programları arasında “Alan Eğitimi”, “Meslek Bilgisi”, “Genel Kültür” ve “Seçmeli Dersler”’in adı, saati, dönemleri ve sayıları kapsamında farklılıklar taşıdığı belirlenmiştir. Güncel programda, alan eğitimine ait teorik ders saatlerinin azaltıldığı, uygulama ders saatlerinin değişmediği; meslek bilgisi teorik ders saatlerinin artırıldığı, uygulama ders saatlerinin ise azaltıldığı görülmüştür. Ders sayısı açısından en büyük değişiklik 1998’de 11; 2006’da 13; 2018 programında ise 22 farklı dersle meslek bilgisi alanında belirlenmiştir. Ayrıca güncel programda eklenerek diğer programlarda yer almayan dersler ile seçmeli ders oran ve ders çeşitliliğinde artış tespit edilmiştir. Güncel programda öğretmenlik uygulamasına bir basamak oluşturan Okul Deneyimi dersinin ise programdan kaldırıldığı görülmektedir. Diğer taraftan araştırma sonucunda programların karşılaştırmalı olarak incelenmesiyle yeni programın olumlu ve olumsuz yönleri ortaya konarak öneriler sunulmuştur
Öz: The purpose of this study was to analyze the science teaching undergraduate program, which was put into effect in Turkey in 2018. The program contains significant changes compared to previous programs, applied in the years 1998 and 2006, under 4 sub-themes as “Scientific Field Knowledge”, “Professional Teaching Knowledge”, “General Culture”, and “Elective Courses”. The study was conducted using the document analysis method, which is among qualitative research methods. The science teaching undergraduate programs prepared by the Higher Education Council in 2018, 2006 and 1998, were analyzed via the descriptive analysis technique. As a result of the study, it was determined that there were differences between the undergraduate program of 2018 and the undergraduate programs of the years 1998 and 2006, in terms of the titles, hours, terms and numbers of “Scientific Field Knowledge”, “Professional Teaching Knowledge”, “General Culture” and “Elective Courses”. In the current program, it was seen that theoretical course hours of field education were reduced; whereas, applied course hours remained the same. Theoretical course hours of professional knowledge were increased; whereas, applied course hours were reduced. The greatest change in terms of course numbers was observed in the field of professional knowledge with 11 courses in 1998; 13 courses in 2006; and 22 courses in 2018. Additionally, the courses which were not available in other programs were added to the current program and an increase was determined in the rate of elective courses and variety of courses. It was seen that School Experience course forming a step to the teaching application in the current program, was omitted from the program. On the other hand, as a result of the study, the programs were examined comparatively and suggestions were made by revealing positive and negative aspects of the new program.
Öz: The purpose of this study was to analyze the science teaching undergraduate program, which was put into effect in Turkey in 2018. The program contains significant changes compared to previous programs, applied in the years 1998 and 2006, under 4 sub-themes as “Scientific Field Knowledge”, “Professional Teaching Knowledge”, “General Culture”, and “Elective Courses”. The study was conducted using the document analysis method, which is among qualitative research methods. The science teaching undergraduate programs prepared by the Higher Education Council in 2018, 2006 and 1998, were analyzed via the descriptive analysis technique. As a result of the study, it was determined that there were differences between the undergraduate program of 2018 and the undergraduate programs of the years 1998 and 2006, in terms of the titles, hours, terms and numbers of “Scientific Field Knowledge”, “Professional Teaching Knowledge”, “General Culture” and “Elective Courses”. In the current program, it was seen that theoretical course hours of field education were reduced; whereas, applied course hours remained the same. Theoretical course hours of professional knowledge were increased; whereas, applied course hours were reduced. The greatest change in terms of course numbers was observed in the field of professional knowledge with 11 courses in 1998; 13 courses in 2006; and 22 courses in 2018. Additionally, the courses which were not available in other programs were added to the current program and an increase was determined in the rate of elective courses and variety of courses. It was seen that School Experience course forming a step to the teaching application in the current program, was omitted from the program. On the other hand, as a result of the study, the programs were examined comparatively and suggestions were made by revealing positive and negative aspects of the new program.
Açıklama
Anahtar Kelimeler
Kaynak
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
1
Sayı
55
Künye
ARDUÇ M. A,TAŞKIN G,MUTLU F (2020). TÜRKİYE’DE 2018 YILINDA UYGULAMAYA KONULAN FEN BİLGİSİ
ÖĞRETMENLİĞİ LİSANS PROGRAMININ 1998 ve 2006 LİSANS PROGRAMLARI İLE
KARŞILAŞTIRILMASI. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(55), 71 - 94. Doi: 10.21764/ maeuefd.666316
