2018 Ortaöğretim Kimya Dersi Öğretim Programı ve 2018 Ortaöğretim Fen Lisesi Kimya Dersi Öğretim Programı’nın Temel Ögeler Açısından Karşılaştırılması

Abstract

In this research, 2018 Chemistry Curriculum and 2018 Science High School Chemistry Curriculum were compared in terms of basic elements. With the comparison made, it is aimed to determine how and to what extent the difference between the two programs and to evaluate this situation in terms of the general framework of the science high school chemistry curriculum. In the research, data were collected with the document analysis method, which is one of the qualitative research methods. The collected data were also analyzed by content analysis. As a result of the research, it was determined that the aims of the science high school chemistry curriculum were more comprehensive than the chemistry curriculum. Although the units in both programs are the same in terms of content it has been understood that there are more acquisitions in the science high school program. The most striking point in terms of the learning-teaching process is the emphasis on the laboratory-based and activity-based teaching of the course. Although both programs have the same emphasis, it has been seen that there are more experimental acquisitions in the science high school program. Finally, no significant difference was observed between the two programs in terms of measurement and evaluation. It has been understood that a holistic perspective is dominant in the understanding of measurement and evaluation; there is no mention of any tool, method, and technique, and the choice is left to the teachers who are the implementers of the program, provided that technical and academic standards are followed. When the research results are evaluated in general, it is understood that both programs are similar in terms of basic elements, there is no big difference, and the most striking point is the gains added to the science high school program. In line with the results obtained, it is thought that the research will support and complement the existing studies, shed light on the foundation of the 2018 Science High School Chemistry Curriculum, guide the researchers, and contribute to the future program development studies.

2018 ortaöğretim kimya dersi öğretim programının içeriğinde yaşam temelli öğrenme yaklaşımına ait unsurlar

“…Özellikle içerik boyutunda her iki programda aynı ünitelerin yer almasına rağmen kazanım sayısının fen lisesi programında daha fazla olması ve eklenen kazanımların deney ve proje tasarlamaya ilişkin olduğu dikkat çekmiştir [25]. Benzer bir araştırmayı Demir (2021) de gerçekleştirmiş [26] ve Ağlarcı Özdemir (2021) ile aynı sonuçları rapor etmiştir. Sınırlı sayıdaki bu çalışmalara bakıldığında, programın felsefesi ve öğretim yaklaşımına uygun kazanımların programda yer alıp almadığı bilgisini edinmek mümkün görünmemektedir.…”

Kimya Dersı̇ Öğretı̇m Programlarına Dair Öğretmen Görüşlerı̇ ı̇le İlgı̇lı̇ Yapılan Çalışmaların (2007-2022) İncelenmesi

“…Bu bağlamda Ortaöğretim Kimya Dersi Öğretim Programı da 2007Programı da , 2008Programı da , 2009Programı da , 2011Programı da , 2013Programı da , 2017 Alanyazın taraması sonucunda kimya dersi öğretim programlarıyla ile ilgili çok sayıda araştırma yapıldığı görülmektedir. Bu araştırmalar genel olarak incelendiğinde öğretim programları hakkındaki öğretmen görüşleri (Akaygün vd., 2016;Aydın 2007;Aydın 2008;Barın 2009;Demir vd., 2017;Demircioğlu vd., 2015;Ercan, 2011;Feyzioğlu, 2014;İzci & Eroğlu, 2018;Kurt & Yıldırım, 2010;Mercan, 2014;Özden 2007;Öztekin & Er, 2014;Şen & Nakiboğlu, 2020;Üce & Sarıçayır, 2013;Yadigaroğlu & Demircioğlu, 2012;Yaşar & Sözbilir, 2012;Yıldırım, 2012;Yıldırım & Canpolat, 2013;Zan & Seçken, 2014); programların içerik olarak incelenmesi/analiz edilmesi (Aydın, 2010;Aydın vd., 2019;Ayyıldız & Çubukçu, 2022;Ayyıldız vd., 2019;Pekdağ & Erol, 2013;Tüzün vd., 2019;Yaşar & Sadi Yılmaz, 2020;Zorluoğlu vd., 2016;Zorluoğlu vd., 2017) ve program karşılaştırması (Ağlarcı Özdemir, 2021;Demir, 2021;Demircioğlu & Kardeş;2020;Er & Atıcı, 2016;…”

“…Curriculum, which is one of the most important elements of education, plays a very effective role in achieving these goals. At this point, curriculum also needs to respond to the needs and expectations of the time in parallel with the development of countries (Demir et al, 2017), and it is considered very important to prepare individuals in accordance with the requirements of the age (Aydın et al, 2019).…”

“…As a result, the contributions of the research results, which reflect the views of the teachers who are the implementers of the program, are considered very important, especially in terms of revealing and solving the problems experienced in the implementation of the program. Similarly, there are other studies emphasizing this situation (Demir et al, 2017;Ekinci & Eroğlu Doğan, 2020;Savaş & Yıldırım, 2022). In addition, it is thought that the content analysis of the studies in which the opinions of the teachers are examined can also contribute to create an overview for the researchers working in the field, on the other hand, to notice the deficiencies and to provide convenience in a way.…”

Kimya Ders Kitaplarındaki Deneylerin 2018 Kimya Dersi Öğretim Programının Deneysel Çalışmaya Yönelik Amacı Açısından Analizi ve Fen Lisesi Durumu ile Karşılaştırılması

“…At this point, it is very important to analyze the program acquisitions by considering some criteria. For this purpose, it is seen that chemistry education researchers have been examining chemistry curricula according to different criteria for many years (Aydın, 2013;Aydın et al, 2019;Ayyıldız et al, 2019;Demir et al, 2013;Nakiboğlu, 2021;Tüzün et al, 2019;Yaralı, 2022;Zorluoğlu et al, 2016). Ayyıldız et al (2019) analyzed the acquisitions in the 2018 Chemistry Curriculum according to the Original and Revised Bloom Taxonomies.…”