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Bu araştırma, 2018 Fen Bilimleri Dersi Öğretim Programı’nda yer alan ünite kazanımlarının ilişkili olduğu bilimsel süreç becerilerini ortaya koymak amacıyla gerçekleştirilmiştir. Araştırmada, nitel araştırma yöntemlerinden biri olan doküman inceleme yöntemi kullanılmıştır. Programda yer alan 302 kazanım araştırmanın amacı doğrultusunda tek tek incelenmiştir. Araştırma kapsamında elde edilen verilerin analizinde ise içerik analizi tekniğinden yararlanılmıştır. Araştırma sonucunda, 2018 Fen Bilimleri Dersi Öğretim Programı’nda yer alan kazanımların büyük çoğunluğunun en az bir bilimsel süreç becerisi ile ilişkili olduğu belirlenmiştir. Programda yer alan kazanımlar incelendiğinde, en fazla ilişki kurulan bilimsel süreç becerisinin “sınıflama” becerisi olduğu tespit edilmiştir. “Gözlem” ve “yorumlama ve sonuç çıkarma” becerileri ise diğer yüksek oranda ilişki kurulan becerilerdir. “Hipotez kurma”, “deney tasarlama”, “değişkenleri değiştirme ve kontrol etme”, “kestirme”, “değişkenleri belirleme”, “ölçme”, “verileri kaydetme”, “işlevsel tanımlama” ve “sunma” gibi beceriler ile ilişkili olarak ise programda çok az sayıda kazanımın yer aldığı belirlenmiştir.
This research was carried out with the aim of revealing the scientific process skills in which the unit achievements included in the 2018 Science Course Curriculum are associated. In the research, the method of document examination, which is one of the quality research methods, was used. The 302 achievements included in the program were studied individually according to the purpose of the research. In the analysis of the data obtained within the framework of the research, the content analysis technique was used. The research finds that the vast majority of the achievements included in the 2018 Science Course Curriculum are related to at least one scientific process skills. When the achievements included in the program are studied, it has been found that the most related scientific process skills are the "classing" skills. The skills of "observation" and "commentation and resulting" are other high-level relationships. Related to the skills such as "hypothesis", "experience design", "changing and controlling variables", "cutting", "defining variables", "measure", "regarding data", "functional identification" and "sustain" it has been determined that a very small number of gains are included in the program.
This research has been carried out in order to reveal the scientific process skills associated with the unit learning outcomes in the 2018 Science Course Curriculum. The document analysis method, one of the qualitative research methods, was used in the research. 302 learning outcomes in the curriculum have been examined one by one for the purpose of the research. In the analysis of the data obtained within the scope of the research, content analysis technique was used. As a result of the research, it was determined that most of the learning outcomes in the 2018 Science Course Curriculum associated with at least one scientific process skill. When the learning outcomes in the curriculum were examined, it was found that the most related scientific process skill was “classifying” skill. “Observing” and “interpreting and reasoning” skills are other highly correlated skills. If it is associated with skills such as “hypothesizing”, “designing experiments”, “experimenting” and “changing and controlling variables”, “forecasting”, “determining variables”, “measuring”, “recording data”, “defining operationally” and “presenting”, it was determined that there are very few learning outcomes in the curriculum.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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