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Bu araştırmanın amacı ortaöğretim programlarının dijital vatandaşlığın alt boyutları açısından analiz edilmesidir. Araştırmada 2017-2018 eğitim-öğretim yılında, ortaöğretim düzeyinde (Lise 1, 2, 3, 4 sınıf) uygulanan öğretim programları veri kaynağı olarak kullanılmıştır. Bu kapsamda incelenen ortaöğretim programları: Bilgisayar Bilimi, İngilizce, Coğrafya, Demokrasi ve İnsan Hakları, Din Kültürü ve Ahlak Bilgisi, Felsefe, Fransızca, Görsel Sanatlar, Müzik, Sağlık Bilgisi ve Trafik, T.C. İnkılap Tarihi ve Atatürkçülük, Tarih, Türk Dili ve Edebiyatı, Çağdaş Türk ve Dünya Tarihi dersleridir. Araştırma, nitel araştırma yöntemiyle gerçekleştirilmiş, araştırma verileri doküman incelemesi yoluyla toplanmıştır. Verilerin çözümlenmesinde, Kuş, Güneş, Başarmak ve Yakar (2017) tarafından geliştirilen “Gençlere Yönelik Dijital Vatandaşlık Ölçeği” esas alınarak tümevarım analizi yöntemi kullanılmıştır. Araştırma sonucunda, dijital vatandaşlıkla ilgili en fazla içeriğe “bilgisayar bilimi” ile “demokrasi ve insan hakları” öğretim programında yer verildiği görülmektedir. Bilgisayar bilimi dersi öğretim programında dijital becerilere geniş yer bir şekilde verilmesine ragmen; dijital ortamdaki hak ve sorumluluk, etik ve eleştirel düşünme becerilerine çok az yer verilmiştir. Diğer derslerin öğretim programında ise dijital vatandaşlıkla ilgili oldukça sınırlı içeriğe rastlanılmaktadır.
The aim of this study is to analyze the secondary education curricula in terms of the subdimensions of digital citizenship. Curricula used for secondary education (High School 1st, 2nd, 3rd and 4th Grades) in the 2017-2018 academic year were used as data source. The curricula examined in this scope belong to the following courses: Computer Science, English, Geopgraphy, Democracy and Human Rights, Religion and Ethics, Philosophy, French, Visual Arts, Music, Medical Knowledge and Traffic, Revolution History and Atatürkism, History, Turkish Language and Literature and Contemporary Turkish and World History. The study was carried out with qualitative research methods, and data were collected through document review. In the analysis of the data, the induction analysis method was used on the basis of "Digital Citizenship Scale for the Young" developed by Bird, Sun, Success and Cattle (2017). The present study reveals that the courses having the highest number of references to digital citizenship in the curriculum are "computer science" and "democracy and human rights". Although computer science curriculum gives wide coverage to digital skills, the coverage of rights and responsibilities in the digital environment and ethical and critical thinking skills is limited. In the curricula of the other courses, contents related digital citizenship are highly limited
The aim of this study is to analyze the secondary education curricula in terms of the subdimensions of digital citizenship. Curricula used for secondary education (High School 1st, 2nd, 3rd and 4th Grades) in the 2017-2018 academic year were used as data source. The curricula examined in this scope belong to the following courses: Computer Science, English, Geopgraphy, Democracy and Human Rights, Religion and Ethics, Philosophy, French, Visual Arts, Music, Medical Knowledge and Traffic, Revolution History and Atatürkism, History, Turkish Language and Literature and Contemporary Turkish and World History. The study was carried out with qualitative research methods, and data were collected through document review. In the analysis of the data, induction analysis method was used on the basis of “Digital Citizenship Scale for the Young” developed by Kuş, Güneş, Başarmak and Yakar (2017). The present study reveals that the courses having the highest number of references to digital citizenship in the curricula are “computer science” and “democracy and human rights”. Although computer science curriculum gives wide coverage to digital skills, the coverage of rights and responsibilities in the digital environment and ethical and critical thinking skills is limited. In the curricula of the other courses, contents related digital citizenship are highly limited
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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