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Bu çalışmanın amacı, Waldorf Pedagojisi temelinde geliştirilen Avusturalya Steiner Ortaöğretim Matematik Dersi Çerçeve Öğretim Programı (SOMP) ile Türkiye Ortaöğretim Matematik Dersi Öğretim Programı’nın (TOMP) temel öğelerinin karşılaştırmalı olarak incelenmesidir. Doküman analizine dayalı olarak gerçekleştirilen bu çalışmanın veri kaynakları, Avustralya Steiner Eğitimi tarafından 2011 yılında geliştirilen ve son olarak 2014 yılında güncellenen SOMP ile Türkiye’de 2018-2019 eğitim-öğretim yılı itibariyle Talim ve Terbiye Kurulu Başkanlığı tarafından onaylanarak uygulamaya konulan TOMP’tur. Doküman incelemesi aracılığıyla toplanan nitel veriler, betimsel analiz ile çözümlenmiştir. Elde edilen bulgularda, SOMP’un genel amaçlar ve yetkinlikler açısından TOMP’a göre daha detaylı, kapsamlı ve matematik dersine özgü olarak yapılandırıldığı görülmüştür. SOMP’ta bilişsel alan yanında, psikomotor ve duyuşsal alan kazanımlarına yer verildiği; TOMP’ta duyuşsal alan kazanımlarına yer verilmediği tespit edilmiştir. SOMP’un öğrenme-öğretme durumlarına ilişkin bulgularda, bu sürecin öğrenci merkezli uygulamalar odağında tasarlandığı; TOMP’un ise öğretmen merkezli bir anlayışla yapılandırıldığı görülmüştür. Ancak her iki programda da matematiğe özgü ölçme-değerlendirme süreçlerine ilişkin açıklama veya örneklere rastlanamamıştır. Bu çalışmayla, alternatif eğitim yaklaşımlarından biri olan Waldorf Pedagojisi’nde eğitim programı anlayışının kuramsal açıdan derinlemesine incelenmesi, kuramın uygulamaya aktarılmasında birincil kaynak olan resmî/yazılı programın, yapısı ve öğelerinin detaylı bir şekilde incelenerek ülkemizde uygulanan ortaöğretim matematik dersi öğretim programı ile karşılaştırılması, program geliştirme alanında yürütülen çalışmalara farklı bir perspektif kazandırılması beklenmektedir.
The aim of this study is to compare the basic elements of the Austrian Steiner Higher Education Mathematics Course Framework Teaching Program (SOMP) and the Turkish Higher Education Mathematics Course Teaching Program (TOMP) developed on the basis of Waldorf Pedagogy. Based on document analysis, the data sources of this study are TOMP, which was developed in 2011 by Australia Steiner Education and last updated in 2014 with SOMP in Turkey approved by the Presidency of the Teaching and Training Council from the 2018-2019 educational year. Qualitative data collected through the document review, are analyzed by visual analysis. The findings found that SOMP was structured more detailed, comprehensive and specific to the mathematics course than TOMP in terms of general purposes and competencies. In SOMP, along with the cognitive field, the achievements of the psychomotor and sensory field are included; in TOMP, the achievements of the sensory field are not included. In the findings on SOMP’s learning-learning situations, it has been shown that this process is designed in the focus of student-centered practices, while TOMP is structured by a teacher-centered understanding. However, in both programs there were no explanations or examples of mathematical measurement-evaluation processes. With this study, a thorough study of the understanding of the educational program in Waldorf Pedagogy, one of the alternative educational approaches, the formal/written program, the structure and elements, which is the primary source in the translation of the theory to the application, is expected to be compared with the teaching program of the secondary school mathematics course applied in our country, and a different perspective to the work carried out in the field of program development.
The aim of the study was to investigate the similarities and differences between the Australian Steiner Mathematics High School Curriculum Framework (ASHMC) and Turkish National High School Mathematics Curriculum (TNHMC) in terms of aims/learning objectives, content, teaching-learning process, and measurement-evaluation process. Based on document analysis, ASHMC, developed in 2011 and updated in 2014 by Steiner Education Australia (SEA), and TNHMC developed by the National Board of Education and started to implement in 2018-2019 academic year, were the main data sources of the study. The data gathered from the official written curricula, namely ASHMC and TNHMC, were analysed using descriptive analysis. According to the findings, ASHMC was organized more comprehensively and mathematics-oriented than TNHMC in terms of aims and competencies. Considering the learning objectives, the results indicated that both curricula were dominated by the cognitive domain and rarely included in the psychomotor domain. For the affective domain, although ASHMC has affective domain objectives, in TNHMC, no reference was found. Considering the teaching-learning process, the findings revealed that ASHMC was more focused on student-centered activities than TNHMC. Regarding the measurement and evaluation, the results indicated that neither mathematics-specific assessment instruments nor examples were suggested in both curricula. It is expected that the results of the study might provide different perspectives for stakeholders in terms of the curriculum approach embedded in Waldorf Pedagogy as well as the high school mathematics curriculum.
Alan : Eğitim Bilimleri; Fen Bilimleri ve Matematik
Dergi Türü : Ulusal
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