Fen Bilimleri ders kitaplarının bilimsel süreç becerileri , sorgulayıcı araştırmaya dayalı öğretim yönteminin düzeyleri , FeTeMM (STEM) yaklaşımı ve okunabilirlik yönlerinden analizi
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Date
2020
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Trakya Üniversitesi Fen Bilimleri Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Eğitimdeki teknolojik gelişmelere rağmen kitabın yerini hiçbir araç tutamamış ve ders kitapları okul eğitiminde her zaman önemli olmuştur. Toplumda her yönüyle söz sahibi olabilecek nitelikte öğrencilerin olabilmesi, onlara sunulacak iyi bir eğitim ve kaliteli ders kitapları sayesinde gerçekleşebilmektedir. Bu nedenle ders kitaplarının niteliklerini artırmak üzere incelenmesi önem arz etmektedir. 2018 yılında Fen Bilimleri Dersi Öğretim Programında değişiklik olması ve kitapların bu program doğrultusunda yeniden hazırlanmış olması güncel kitapların niteliklerinin güncel programın bileşenlerine ne kadar uygun hazırlandığının incelenmesi gerekliliği ortaya çıkmaktadır. Bu gereklilikten hareketle hazırlanan bu çalışma 5, 6, 7 ve 8. sınıf Fen Bilimleri Ders Kitaplarında bulunan etkinliklerin bilimsel süreç becerileri, sorgulayıcı-araştırmaya dayalı öğretim yönteminin düzeyleri ve FeTeMM yaklaşımı yönlerinden ne düzeyde temsil edildiğini değerlendirmek ve ders kitaplarındaki metinlerin okunabilirliğini belirlemek amacıyla yapılmıştır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın örneklemi Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu tarafından 2018-2019 eğitim-öğretim yılından itibaren 5, 6, 7 ve 8. sınıflarda okutulmak üzere önerilen dört adet Fen Bilimleri Ders Kitabından oluşmaktadır. Çalışmada elde edilen veriler göstermiştir ki; kitaplarda yer alan etkinliklerde gözlem yapma, karşılaştırma, iletişim kurma, verileri toplama ve kaydetme, tahmin etme, verileri yorumlama becerileri daha çok bulunurken, sınıflama, sayı/uzay ilişkilerini kullanma, hipotez kurma, değişkenleri belirleme ve karar verme becerilerine daha az yer verildiği sonucuna ulaşılmıştır. Ayrıca etkinliklerde en çok temel süreç becerilerinin, en az da deneysel süreç becerilerinin yer aldığı tespit edilmiştir. Sorgulayıcı-araştırmaya dayalı öğretim yönteminin düzeyleri yönünden tüm kitaplardaki etkinliklerin sorgulama düzeylerinin sistematik bir dağılıma sahip olmadığı ve etkinliklerin sayısal dağılımından yapılandırılmış sorgulayıcı-araştırma düzeyindeki etkinliklerin en fazla olduğu, doğrulayıcı sorgulayıcı-araştırma düzeyindeki etkinliklerin en az olduğu sonucuna ulaşılmıştır. FeTeMM yaklaşımı yönünden, 6, 7 ve 8. sınıf ders kitaplarındaki fen, mühendislik ve girişimcilik uygulamaları kapsamındaki etkinliklerin büyük bir kısmının FeTeMM analiz kriterlerini sağlamada yetersiz olduğu, 5. sınıf ders kitabının gerekli kriterleri kısmen sağladığı tespit edilmiştir. Okunabilirlik yönünden ders kitaplarının hepsinin ‘Sönmez Formülü’ne göre açık ve anlaşılır olduğu tespit edilmiştir.
Despite technological advances in education, no means could replace the book and textbooks have always been important in school education. Having students who are qualified to have a say in the society in every aspect is possible thanks to a good education and quality textbooks to be provided to them. For this reason, it is important to examine the textbooks to improve their qualifications. In 2018, there has been a need to examine how appropriate the qualities of the current books have been prepared for the components of the current curriculum as there has been a change in the Science Curriculum and the books have been prepared in line with this program. Based on this requirement, this study was carried out to evaluate the level of science process skills, the levels of inquiry-based teaching method and the STEM approach in terms of scientific process skills, and to determine the readability of texts in textbooks. In the study, document review method, one of the qualitative research methods, was used. The sample of the research consists of four science textbooks proposed by the Ministry of National Education's Board of Education and Discipline to be taught in the 5th, 6th, 7th and 8th grades for five years from the academic year of 2018-2019. The data obtained in the study showed that; It was concluded that while the activities included in the books were more likely to observe, compare, communicate, collect and record data, predict, interpret data, classification, use number / space relations, establish hypothesis, determine variables and make less decisions. In addition, it was determined that most basic process skills and least experimental process skills were vii included in the activities. In terms of the levels of the inquiry-based teaching method, it was concluded that the questioning levels of the activities in all books do not have a systematic distribution, and that the activities at the questioner-research level structured from the numerical distribution of the activities are the highest, and the activities at the level of confirmatory questioner-research are the least. In terms of STEM approach, it was determined that most of the activities within the scope of science, engineering and entrepreneurship applications in the 6th, 7th and 8th grade textbooks were insufficient to meet the STEM analysis criteria and the 5th grade textbook partially met the necessary criteria. In terms of readability, it has been determined that all of the textbooks are clear and understandable according to the 'Sonmez Formula'.
Despite technological advances in education, no means could replace the book and textbooks have always been important in school education. Having students who are qualified to have a say in the society in every aspect is possible thanks to a good education and quality textbooks to be provided to them. For this reason, it is important to examine the textbooks to improve their qualifications. In 2018, there has been a need to examine how appropriate the qualities of the current books have been prepared for the components of the current curriculum as there has been a change in the Science Curriculum and the books have been prepared in line with this program. Based on this requirement, this study was carried out to evaluate the level of science process skills, the levels of inquiry-based teaching method and the STEM approach in terms of scientific process skills, and to determine the readability of texts in textbooks. In the study, document review method, one of the qualitative research methods, was used. The sample of the research consists of four science textbooks proposed by the Ministry of National Education's Board of Education and Discipline to be taught in the 5th, 6th, 7th and 8th grades for five years from the academic year of 2018-2019. The data obtained in the study showed that; It was concluded that while the activities included in the books were more likely to observe, compare, communicate, collect and record data, predict, interpret data, classification, use number / space relations, establish hypothesis, determine variables and make less decisions. In addition, it was determined that most basic process skills and least experimental process skills were vii included in the activities. In terms of the levels of the inquiry-based teaching method, it was concluded that the questioning levels of the activities in all books do not have a systematic distribution, and that the activities at the questioner-research level structured from the numerical distribution of the activities are the highest, and the activities at the level of confirmatory questioner-research are the least. In terms of STEM approach, it was determined that most of the activities within the scope of science, engineering and entrepreneurship applications in the 6th, 7th and 8th grade textbooks were insufficient to meet the STEM analysis criteria and the 5th grade textbook partially met the necessary criteria. In terms of readability, it has been determined that all of the textbooks are clear and understandable according to the 'Sonmez Formula'.
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Keywords
bilimsel süreç becerileri, sorgulayıcı-araştırma yöntemi, FeTeMM (STEM) yaklaşımı, okunabilirlik, fen bilimleri ders kitabı, science process skills, ınquiry based ınstruction, STEM approach, readability, science textbooks
