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Bu çalışmanın amacı, 2014-2015 yılında ilk defa uygulamaya konan İlkokul 3. sınıf Fen Bilimleri Dersi Öğretim Programının değerlendirilmesidir. Değerlendirmede birden çok modelin, araştırmanın niteliğine göre farklı öğesinin işe koşulduğu karma (eclectic) model kullanılmıştır. Programın ögelerini oluşturan kazanımlar, içerik, öğretme-öğrenme ve değerlendirme boyutları değerlendirilirken Robert Stake’in Uygunluk/Olasılık Modeli, öğrencilerin dersin kazanımlarına erişim düzeyleri saptanırken Tyler Modeli kullanılmıştır. Araştırma genel tarama modellerinden tekil tarama türüne uygun olarak desenlenmiştir. Hem nicel hem de nitel veriler toplanmıştır. Araştırma verileri 200 ilkokul 3. sınıf öğretmeni ile 100 ilkokul 3. sınıf öğrencisinden toplanmıştır. Nicel verilerin analizinde betimsel istatistik; nitel verilerin analizinde ise içerik analizinden yararlanılmıştır. Araştırmadan elde edilen bulgulara göre öğretmenler, İlkokul 3. Sınıf Fen Bilimleri Dersi Öğretim Programının kazanımlar, içerik, öğretme-öğrenme süreci ve ölçme-değerlendirme boyutlarının yapılandırılmasını program geliştirme ilkeleri bağlamında genel olarak olumlu bulmuşlardır. Bununla birlikte bazı yetersizlikler de saptanmıştır. Örneğin; programda yer alan deney sayısının az olması ve bu deneyleri uygulamak için okulun fiziki şartlarının yetersiz olması gibi. Ayrıca programda yer alan deneyleri yapabilmek için gerekli malzemelerin temininin zor olduğunu dile getirmişlerdir. Öğrencilerin kazanımlara erişim düzeyi %49 ile %95 arasında değişmektedir. Programın daha etkili biçimde uygulanabilmesi için okulların fiziki imkânlarının iyileştirilmesi, öğrenciler için yeterli basılı doküman temin edilmesi, çalışma kitabı hazırlanması, öğretmenler için bir öğretmen kılavuz kitabı hazırlanması yapılan öneriler arasındadır.
The aim of this study is to evaluate the Primary School of Science Class 3 Teaching Program, which was implemented for the first time in 2014-2015. The evaluation used the karma (eclectic) model in which several models are employed according to the nature of the research. While the achievements, content, teaching-learning and evaluation dimensions that make up the objects of the program are assessed, Robert Stake’s Adjustment/Positivity Model is used by Tyler’s Model while determining the levels of access to the students’ achievements in the course. The research is designed according to the single scan type from general scan models. Quantum and qualitative data have been collected. The research data was collected from 200 primary school 3rd class teachers and 100 primary school 3rd class students. Imaginary statistics are used in the analysis of quantity data; in the analysis of quality data, content analysis is used. According to the results of the study, teachers, Primary School 3. The achievements of the Class Science Course Teaching Program have found the structure of the content, teaching-learning process and measure-evaluation dimensions generally positive in the context of the program development principles. However, some disadvantages have been identified. For example, the number of experiments included in the program is small and the physical conditions of the school are insufficient to implement these experiments. They also said it was difficult to provide the necessary materials to perform the experiments included in the program. The level of access of students to the revenue ranges from 49% to 95%. Improving the physical capacity of schools to make the program more effective, providing sufficient printed documents for students, preparing a workbook, and preparing a teacher guide for teachers are among the recommendations.
The aim of this study is to evaluate the 3rd grade science curriculum which was put into practice for the first time in 2014-2015 academic year. The eclectic model that used different components of multiple evaluation models according to the characteristics of the research was utilized. Robert Stake’s Countenance Model was used when assessing the achievement of curriculum’s objectives, content, teaching-learning process and measurement process and Tyler Model was utilized in order to determine to what extent objectives were realized. The study used a survey research design Both quantitative and qualitative data were collected. The research data were collected from 200 teachers who teach 3rd grade students in primary schools and 100 school third grade students. Descriptive statistics was used for analyzing of quantitative data; in the analysis of qualitative data, content analysis was used. According to the findings obtained from the research, the teachers found that dimensions (objectives, content, teaching-learning process and assessment process) of 3rd grade curriculum was structured in accordance with the principles of curriculum development. However, some deficiencies were identified. For example; the number of experiments included in the curriculum are not sufficient and physical condition of the school is insufficient to implement these experiments. Moreover, it is difficult to obtain the materials needed to carry out the experiments. The level of achievements of the objectives by students varies between 49% and 95%. Improving the physical conditions of schools, providing sufficient printed documents for students, preparing workbooks and preparing a guide-book for teachers are among the recommendations made so that the program can be implemented more effectively.
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