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Eğitimde amaç bireylere istendik özellikler kazandırmaktır. Bütün toplumlar bireylerinin ve kendi toplumlarının ihtiyaçları doğrultusunda eğitim sistemlerinin belirlediği amaçlara uygun olarak istendik özellikler belirlemektedir. Her toplum için istendik özellikler farklı olabilir. Toplumlar belirledikleri bu özellikleri eğitim programları aracılığıyla bireylerine kazandırırlar. Öğretim programları da eğitim programlarının önemli bir bileşeni olarak bu amaca hizmet etmektedir. İlkokulda okutulan Hayat Bilgisi dersi birey yetiştirmeye hizmet eden önemli bir mihver ders konumundadır. Bu nedenle bu dersin öğretim programının yetiştirilmek istenen birey özellikleri açısından incelenmesi, toplumun ve bireyin gereksinim duyduğu birey özelliklerinin ortaya konması açısından önem arz etmektedir. Bu araştırmanın amacı, Hayat Bilgisi öğretim programında yer alan amaçlar ve kazanımları birey özellikleri açısından incelemek ve gerekli değerlendirmeleri yapmaktır. Bu temel amaç çerçevesinde Hayat Bilgisi dersi öğretim programı amaçlarında ve kazanımlarında yetiştirilmek istenen birey özellikleri tespit edilmiş ve boyutlarıyla ortaya konmuştur. Araştırmada nitel araştırma deseni benimsenmiş ve tarama modeli kullanılmıştır. Araştırma verileri doküman incelemesi tekniği ile toplanmış ve içerik analizi yapılmıştır. Araştırma sonucunda amaçlarda belirlenen özelliklerin kazanımlara yansıtılmadığı, sınıf seviyelerine ve öğrencilerin bulundukları gelişim dönemlerine göre belirlenmediği ve kazanımlarda ifade edilen birey özelliklerinin hedef yazma ilkelerine uygun olarak yazılmadığı sonuçlarına ulaşılmıştır. Araştırma sonucunda en çok kazandırılmak istenen özelliklerin ise “değerler”, “güvenlik”, “sağlık”, “beceriler”, “yakın çevresindeki varlıklar” ve “bilinçli tüketici olma” ile ilgili olanlar olduğu tespit edilmiştir.
The goal of education is to give individuals the qualities we want. All communities determine the characteristics they desire in accordance with the objectives set by the educational systems in accordance with the needs of their individuals and their communities. The characteristics we want for each community can be different. Societies provide these characteristics they identify to their individuals through educational programs. The teaching programmes also serve this purpose as an important component of the educational programs. The life knowledge lesson taught in the primary school is an important mikhver lesson that serves to educate the individual. Therefore, the study of the curriculum of this course is important in terms of the characteristics of the individual desired to be trained, and in terms of the identification of the characteristics of the individual that society and the individual need. The purpose of this research is to study the objectives and achievements included in the Life Knowledge curriculum in terms of individual characteristics and to make the necessary assessments. In the framework of this basic objective, the individual characteristics that are intended to be trained in the objectives and achievements of the curriculum of Life Knowledge course have been identified and presented in its dimensions. The research has adopted the quality research design and the scan model has been used. The research data was collected using the document review technique and the content analysis was carried out. The research has found that the characteristics identified in the goals are not reflected in the achievements, that the class levels and the periods of development in which the students are not determined, and that the individual characteristics expressed in the achievements are not written in accordance with the principles of target writing. The research finds that the most desirable features are those related to “values”, “security”, “health”, “skills”, “services nearby” and “conscious consumer”.
In education, the goal is to bring desirable characteristics to individuals. All societies determine desirable characteristics according to the goals set by education systems, in accordance with the needs of individuals and their own communities. These desirable characteristics may vary for each society. Societies bring these characteristics determined by themselves in individuals via education programmes. Course curriculums, in addition, serve to this purpose as an important component of education programmes. Life Sciences course given in primary schools has a pivotal position, playing a role in education of individuals. For this reason, examination of this class’ curriculum in the sense of characteristics of individuals who are to be educated is important in respect of revealing individual characteristics, which society and individuals need. The aim of this research is to examine the goals and acquisitions in the Life Sciences course curriculum in the scope of individual characteristics and to carry out necessary evaluations. Within the frame of this important aim, characteristics of individuals who are to be educated within the goals and acquisitions of Life Sciences course curriculum was detected and drawn forth with its aspects. In this research, qualitative research method was adopted, and screening model was used. Research data was collected by document examination technique and content analysis was conducted. In the results of this research, it has been found that characteristics specified in the objectives was not represented to the acquisitions, not determined according to class levels and developmental periods of students, and individual characteristics stated in the acquisitions was not written in accordance with target writing principles. In the results of this research, again, it has also been detected that the most desirable characteristics to be gained are “values”, “safety”, “healthcare”, “skills”, “entities around immediate surroundings” and “being a conscious customer”.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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