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Bu çalışmanın amacı, Türkiye’de 5. sınıf fen bilimleri ders kitaplarında yer alan ölçme ve değerlendirme tekniklerinin incelenmesidir. Farklı yayınevleri tarafından basılan ve 5.sınıf düzeyinde okutulan dört fen bilimleri ders kitabı incelenmiştir. Fen bilimleri ders kitapları içerik analizine göre analiz edilmiştir. Elde edilen bulgular geleneksel tekniklerin ders Türkiye’deki 5.sınıf fen bilimleri ders kitaplarında yaygın olarak kullanıldığını ve ölçme ve değerlendirme tekniklerinin tür ve kullanım oranlarının yayınevlerine ve ünitelere göre farklılıklar gösterdiğini ortaya koymuştur. Ayrıca bazı alternatif ve geleneksel değerlendirme tekniklerinin ders kitaplarında yer almadığı görülmüştür. Bu çalışmanın sonuçları 5.sınıf fen bilimleri ders kitaplarında yer alan ölçme ve değerlendirme anlayışlarının fen bilimleri öğretim programında istenilen düzeyde olmadığını göstermektedir. Çalışmanın sonunda bulgular tartışılarak, önerilere yer verilmiştir.
The aim of this study is to study the measurement and evaluation techniques included in the 5th class science curricula in Turkey. The four science curricula published by various publishers and studied at the 5th grade level has been studied. Scientific courses are analyzed according to content analysis. The findings found that traditional techniques are widely used in class 5 science courses in Turkey and that measurement and evaluation techniques are different according to publishers and units. It is also seen that some alternative and traditional assessment techniques are not included in the curriculum books. The results of this study 5. Class science shows that the measurement and evaluation concepts included in the curriculum books are not at the desired level in the science curriculum. At the end of the study, the findings were discussed, the recommendations were placed.
The aim of this study was to examine the measurement and assessment techniques presented in 5th grade science textbooks in Turkey. Four science textbooks published by different companies and employed in 5th grade level was investigated in the study. Content analysis was used to examine the science textbooks. The obtained findings revealed that traditional techniques are widely used in 5th grade science textbooks in Turkey and that the type and usage rate of measurement and assessment techniques differentiate according to publishers and units. Also, it was observed that some type of the alternative and traditional assessment techniques do not appear in the textbooks. Results of this study indicate that measurement and assessment understanding reflected in the science textbooks used in 5th grade does not accord with the science curriculum at the desired level. At the end of the paper, findings are discussed and suggestions are represented.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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