Bu çalışmada Fen Bilimleri Dersi Öğretim Programında yer alan kazanımların SOLO Taksonomisi’ne göre analizi ve değerlendirilmesi amaçlanmıştır. Bu nedenle çalışma, doküman inceleme yöntemi ile gerçekleştirilmiştir. Programda yer alan kazanımlar SOLO taksonomisine göre iki araştırmacı tarafından üç basamakta incelenmiştir. İlk basamakta 6. sınıf kazanımları bireysel olarak incelenmiş daha sonra uzman görüşü ile analiz konusunda ortak bir karar alınmıştır. İkinci basamakta 7. ve 8. sınıf kazanımları ilk basamağa araştırmacılar tarafından ayrı ayrı analiz edilmiştir. Son basamakta ise yapılan analizler karşılaştırılarak farklılıklar hakkında ortak bir paydada bulunmaya çalışılmıştır. Analiz sonuçlarına göre incelen 187 kazanımdan %31’i tek yönlü yapı, %19’u çok yönlü yapı, %29’u ilişkisel yapı, %21’i soyutlanmış yapı düzeyinde olduğu belirlenmiştir. Kazanımlara bakıldığında tek yönlü yapı ve ilişkisel yapı basamaklarının temsil güçlerinin yüksek çok yönlü ve soyutlanmış yapı basamaklarının ise az olduğu anlaşılmaktadır.
This study aims to analyze and evaluate the achievements included in the Science Course Teaching Program according to the SOLO Taksonomy. Thus, the work was carried out by the method of document examination. The achievements included in the program were studied in three stages by two researchers according to the SOLO taxonomy. In the first stage, the 6th class achievements were individually studied and then a joint decision on the analysis was made with the expert opinion. In the second stage, the results of the 7th and 8th classes were analyzed separately by the researchers in the first stage. In the last step, the analysis was made to compare the differences in a common share. According to the results of the analysis, 31% of the 187 achievements studied were one-way structures, 19% multi-way structures, 29% relative structures, and 21% at the isolated structure level. When it comes to achievements, it is clear that the representative strengths of the one-way structure and relative structure stages are high; and the multi-way and abstract structure stages are small.
In this study, analysis and evaluation of the outcomes involved in the curriculum of sciences course are aimed at according to the SOLO Taxonomy. The study has been carried out by the document analysis. The outcomes in the program are examined in three steps according to the SOLO Taxonomy. In the first step, the outcomes of the 6th grade have been examined separately. Then, a consensus has been made about the analysis with an expert opinion. In the second step, 7th and 8th grades outcomes have been analyzed separately. In the last step, the effort has been to find common ground on differences by comparing the analyses. Among the 187 outcomes that have been examined in regard to analysis results, 31% is unistructural, 19% is multistructural, 29% is relational and 21% is extended abstract. Having examined the outcomes, it can be seen that the authority of unistructural and relational are dominant; however, multistructural and extended abstract levels are low in authority.
Alan : Eğitim Bilimleri; Filoloji; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
Benzer Makaleler | Yazar | # |
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