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Bu çalışmada Hayat Bilgisi ders kitaplarının Türkiye yeterlilikler çerçevesinde yer alan anahtar yetkinlikler açısından incelenmesi amaçlanmıştır. Bu kapsamda ‘Anadilde iletişim’, ‘Yabancı dillerde iletişim’, ‘Matematiksel yetkinlik ve bilim/teknolojide temel yetkinlikler’, ‘Dijital yetkinlik’, ‘Öğrenmeyi öğrenme’, Sosyal ve vatandaşlıkla ilgili yetkinlikler’, ‘İnsiyatif alma ve girişimcilik’, ‘Kültürel farkındalık ve ifade’ olmak üzere toplam sekiz anahtar yetkinlik araştırmada incelenmek üzere temel alınmıştır. Bu sekiz anahtar yetkinlik sınıf düzeylerine ve ünitelere göre taranarak incelenmiştir. Araştırma nitel araştırma modeli kapsamında durum çalışması yöntemi ile gerçekleştirilmiştir. Çalışmada kolay ulaşılabilir durum örnekleme yöntemi kullanılmıştır. 2018-2019 eğitim öğretim yılında ilkokullarda okutulmakta olan Talim Terbiye Kurulu Başkanlığı tarafından onaylanmış ve 1., 2. ve 3. sınıf hayat bilgisi ders kitapları anahtar yetkinlikler açısından taranmıştır. Araştırma verilerinden elde edilen bulgulara göre tüm sınıflar bazında en fazla üçüncü sınıf hayat bilgisi ders kitabında Türkiye yeterlikler çerçevesinde yer alan anahtar yetkinliklerden ‘Sosyal ve vatandaşlıkla ilgili yetkinlikler’e yer verildiği görülmüştür. Yine ‘Anadilde iletişim’ yetkinliğine ve ‘Matematiksel yetkinlik ve bilim/ teknolojide temel yetkinlikler’e tüm sınıf düzeylerinde yüksek oranda yer verildiği bulgusuna ulaşılmıştır. Buna karşın ‘Yabancı dillerde iletişim’ ve ‘Dijital yetkinlikler’e ise tüm sınıf düzeylerindeki kitaplarda düşük oranda yer verildiği tespit edilmiştir. Araştırma bulgularına dayalı olarak Hayat Bilgisi dersi öğretim programlarının hazırlayıcılarına, öğretmenlerine ve araştırmacılara yönelik önerilerde bulunulmuştur.
In this study, Life Knowledge curricula is intended to be studied in terms of key competencies within the framework of the Turkish qualifications. This framework is based on the study of a total of eight key competencies, including ‘Native Communication’, ‘Communication in Foreign Languages’, ‘Matematical Skills and Basic Skills in Science/Technology’, ‘Digital Skills’, ‘Learning Learning’, ‘Social and Citizenship Skills’, ‘Initiative Acceptance and Entrepreneurship’, ‘Cultural Awareness and Expression’. These eight key competencies have been studied by scanning according to class levels and units. The research is carried out in the framework of the research model by the state study method. In the study, the easy-to-accessful case sample method was used. The 2018-2019 educational year was approved by the Presidency of the Educational Education Board, which is being taught in primary schools, and the 1st, 2nd and 3rd class life knowledge curriculum books were scanned in terms of key skills. According to the findings obtained from the research data, the most third-class life knowledge curriculum on the basis of all classes has shown that the key competencies included in the framework of the competencies of Turkey are included in 'Social and citizenship competencies'. Again, the "Native Communication" competence and the "Matematical competence and basic competences in science/technology have been found to be high in all class levels. However, "Communication in Foreign Languages" and "Digital Skills" have been found to be low in books at all class levels. Based on the research findings, the Life Knowledge course has been given recommendations to the preparers, teachers and researchers of the curriculum.
In this study, the Life Science textbook is intended to be examined in terms of key competencies within the framework of Turkey‘ key qualifications. In this context, total of 8 key competencies like "Communication in mother tongue", "Communication in foreign languages", "Mathematical competence and basic competencies in science / technology", "Digital competence", "Learning to learn", "Social and citizenship related competencies", "Taking initiative and entrepreneurship", " cultural awareness and expression” were serached and examined. The research was conducted with the case study method within the scope of qualitative research model. The study was carried out by using easily accessible case sampling method. In the 2018-2019 academic year, 1st, 2nd and 3rd grade life science textbooks which were approved by the Board of Education and is being taught in primary schools were searched for key competencies. According to the findings of the study, it was observed that “social and citizenship-related competencies” mostly take place in the third-year sciences of life books on all classes basis. It was also observed that “Communication in mother tongue” and “Mathematical competence and basic competences in science / technology” were given a high rate at all grade levels. On the other hand, “Communication in foreign languages” and “Digital competencies” are low in all classroom levels. Based on the findings of the research, suggestions were made to the preparers, teachers and researchers of the Life Science curriculum.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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