Türkiye ve Almanya-Hamburg Hayat Bilgisi Dersinin Karşılaştırılması: Genel Bir Bakış

Abstract

The purpose of this study is to compare the current curricula of the life science courses implemented in Turkey and Germany-Hamburg to reveal the similarities and differences between them. Germany-Hamburg was chosen for comparison because the life science course, which is called social sciences course in many countries, taught there has a similar structure to the one taught in Turkey. The common aspects of these two countries make the conclusion more meaningful. Literature review was conducted first to determine the relevant criteria for the comparison between the two countries. In this way, the official documents of both countries were reviewed. Survey method, which is a qualitative research method, was used, and horizontal approach and descriptive approach, which are among comparative educational approaches, were employed. Based on the obtained data, the similarities and differences between the countries were identified with regard to school starting age and compulsory education structure, educational administration and financing, school choice, dress and educational support, the goals of elementary school, the courses taught, and assessment and evaluation. Then the curricula implemented in the two countries were compared in terms of acceptance date, course content, mission/vision, the prescribed skills or competencies, and assessment and evaluation.

A Curriculum Alignment Analysis: A Sample of Life Sciences Course Curriculum (2018) for 3rd-Grade Students

“…As a result, the assessment element hinders the way to a complete alignment. Overall, it can be said that assessment element in life sciences should not be used as an element to create pressure on students (Baysal, Tezcan, & Arac, 2018). However, this does not mean that assessments to be made may lack the ability to measure objectives.…”

Hayat Bilgisi Dersinde Okul Dışı Öğrenme Ortamlarının Kullanımına Yönelik Sınıf Öğretmenlerinin Görüşleri

“…In addition, Life Studies can be seen as important in terms of being the basis of Social Sciences and Science course. Life Studies course constitutes the basis of Science and Social Studies course (Baysal, Tezcan and Araç, 2018). As a result, the student may be inadequate in future classes due to a lack of learning in the previous classes.…”

“…Ek olarak Hayat Bilgisi, Sosyal Bilimler ile Fen Bilimleri dersine temel teşkil etmesi açısından da önemli görülebilmektedir. Hayat Bilgisi dersi Fen ve Sosyal bilimler dersine temel oluşturmaktadır (Baysal, Tezcan ve Araç, 2018). Böyle olunca önceki sınıflarda oluşabilecek bir öğrenme eksikliği nedeniyle öğrenci ileriki sınıflarda hazırbulunuşluk açısından yetersiz kalabilmektedir.…”

Comparison of Türkiye and Azerbaijan Primary School Life Science Curriculum

“…In the literature, it has been determined that there are studies comparing the Life Science Curriculum between Türkiye and Germany (Baysal et al, 2018;Canbulat, 2018;Tekgöz, 2017), studies comparing the technological competencies of the curricula (Keskin, 2017), and studies comparing the Life Science Curriculum in Türkiye with the Russian "The World Around Us" Curriculum (Ütkür Güllühan & Guseinova, 2021). However, no research comparing the Life Science Curriculum in Türkiye and Azerbaijan has been found.…”