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Bu çalışmada 2017 yılında yenilenen ve 2018-2019 eğitim öğretim yılında güncellenerek ortaokulların her kademesinde uygulamaya konulan 2018 fen bilimleri dersi öğretim programı hakkında fen bilimleri öğretmenlerinin görüşlerini belirlemek amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması kullanılmıştır. Araştırma, 2019-2020 eğitim öğretim yılında Malatya ve Diyarbakır illerinde bulanan ortaokullarda görev yapan fen bilimleri öğretmenleri ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu, amaçlı örnekleme yöntemine göre belirlenen toplam 31 fen bilimleri öğretmeni oluşturmuştur. Araştırmanın verileri araştırmacılar tarafından geliştirilen dört soruluk yarı yapılandırılmış görüşme formuyla elde edilmiştir. Elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma sonucunda, çalışmaya katılan fen bilimleri öğretmenlerinin güncellenen öğretim programının içerik, kazanım, öğrenme-öğretme süreci ve ölçme değerlendirme boyutlarına ilişkin görüşleri araştırmacılar tarafından olumlu ve olumsuz olarak iki alt temada toplanmıştır. Araştırmadan elde edilen bulgular ışığında, güncellenen 2018 fen bilimleri dersi öğretim programına yönelik önerilerde bulunulmuştur.
This study aims to determine the opinions of the teachers of science on the 2018 science course curriculum, which was renewed in 2017 and implemented in every stage of the secondary schools by updating the 2018-2019 educational year. It is one of the research methods that has been used. The research was carried out with teachers of science working in high schools in Malatya and Diyarbakır in the 2019-2020 educational year. The study group consisted of a total of 31 teachers of science determined according to the purpose sample method. The data of the research was obtained by the four questions semi-configured interview form developed by the researchers. In the analysis of the obtained data, the visual analysis method was used. As a result of the research, the opinions of the teachers of science participating in the study on the content, achievements, learning-learning process and measurement evaluation dimensions of the updated curriculum were gathered by researchers in both positive and negative subjects. In light of the findings obtained from the research, it has been presented recommendations for the updated 2018 Science Course curriculum.
In this study, it was aimed to determine the views of science teachers about the 2018 science curriculum, which was renewed in 2017 and updated in the 2018-2019 academic year and put into practice at all levels of secondary schools. The situation approach, one of the qualitative research methods, was used in the research. Research; It was carried out with science teachers working in secondary schools in Malatya and Diyarbakır in the 2019-2020 academic year. The study group of the research consisted of a total of 31 science teachers determined according to the purposeful sampling method. Data for the purpose of the study were collected through a four-question semi-structured interview form. Descriptive analysis method was used in the analysis of the data obtained. As a result of the research; The views of the science teachers participating in the study on the updated curriculum's acquisition, content, learning-teaching process and measurement and evaluation dimensions were gathered by the researchers in two sub-themes as positive and negative. In the light of the findings obtained from the research, suggestions were made for the updated 2018 science curriculum.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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