Özet:

The study has studied the concept of "science" within the Turkish education system and how the teaching of science is approached with a worldview. The influence of the economic political field that determines education, the periodic ideological atmosphere that we can call a worldview in general, has been studied on the teaching of science. To understand the general philosophy of the courses of physics, chemistry and biology, the curriculum, the subject content, specifically the presence of the scientific unit, is considered in the historic flow. Although the part of the social history is wider, the research was specifically evaluated between 1928 and 2012, text analysis on official documents was carried out and interpreted. The results of the research showed that the curriculum has been constantly changing since the early years of the republic. This change is usually parallel to the political and ideological atmosphere. In the early years of the revolution, efforts were made to establish scientific education, but the programs did not see much more originality than to transmit modern knowledge. But in the 1960s it was noticed that the scientific unit entered the program and was qualified as the classical program. In the 1980s, there were conceptual errors and philosophical errors in the teaching of science, and after 2007 it was understood that the unit was processed according to the structural approach, although it was sometimes returned to the traditional approach.

Özet:

This article evaluates the worldview embedded in the Turkish education system as reflected in the approach to the concept of "science" and science education. Specifically, it examines how the political economic sphere and the ideological atmosphere specific to a period that is called the worldview in the broadest sense collectively shape education. For an understanding of the general philosophy of the physics, chemistry and biology courses; their curricula, course content and specifically the existence of a science module are looked into from a chronological perspective. Although the social history of this issue is extensive, the study confines itself to the period between 1928 and 2012, using contextual analysis and interpretation of official documents. The results of the study show that the education programs have been in constant change starting from the first years of the republic. This change has generally been in parallel to the political and ideological atmosphere. Efforts have been made towards the foundation of scientific education in the first years of the revolution; but it is observed that apart from conveying modern knowledge, the programs lack originality. It is noted that the science module entered the program in the 1960s and has dominated the standard content since then. Despite the conceptual errors and philosophical mistakes in the 1980s and reversions to the classical approach from time to time after 2007, the module has been covered according to constructivist approach.

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