Teachers’ Views On Science Course Curriculum of The Year 2018

Saraç, Esra; Yıldırım, Mehmet Selim

doi:10.31805/acjes.641002

Cited by 25 publications

(11 citation statements)

References 6 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the same time, Guven (2016) stated that in the study in which the teachers' views on the 3rd grade science course curriculum were determined, the teachers found it positive to apply the science course from the 3rd grade. In addition, in the studies conducted by Can (2020), Koder (2019), Sarac and Yildirim (2019), it was stated that teachers mostly stated positive opinions about the 2018 primary school science course curriculum, but also included negative views that they had some difficulties in practice. Considering the results of the science curriculum applied in the previous years in general, it is seen that the basic problems still continue today.…”

Section: Resultsmentioning

confidence: 99%

“…When the literature on the subject is examined, it is seen that the opinions of classroom teachers are frequently consulted in the process of evaluating the science course curriculum at primary school level from the past to the present (Aslan & Cokuk, 2018;Bekmezci & Ates, 2018;Can, 2020;Duban, 2016;Gomleksiz, 2007;Gomleksiz & Bulut , 2007;Koder, 2019;Ozkan, 2019;Sarac & Yildirim, 2019;Tekbiyik & Akdeniz, 2008;Unisen & Kaya, 2015;Yildirim & Gungor-Akgun, 2015). In addition, although there are limited studies in which the opinions of classroom teachers regarding the implementation of the 2018 science course curriculum are limited, it is encountered in the relevant literature (Koder, 2019;Ozkan, 2019;Sarac & Yildirim, 2019). However, in the studies examined, it is seen that the opinions of classroom teachers and science teachers on the implementation of the curriculum were included together or studies were generally discussed at the primary school level (3rd and 4th grade) and the study groups were selected from different schools (such as the center, suburb, village).…”

Section: Introductionmentioning

confidence: 99%

“…However, in the studies examined, it is seen that the opinions of classroom teachers and science teachers on the implementation of the curriculum were included together or studies were generally discussed at the primary school level (3rd and 4th grade) and the study groups were selected from different schools (such as the center, suburb, village). In addition, in the studies conducted, the 2013 and 2018 science course curriculums were compared in terms of special purposes, skills, achievements, content, educational status and testing status (Koder, 2019), and it was observed that classroom teachers related to science, engineering and entrepreneurship practices added to the 2018 science course curriculum it seems that their views were consulted (Ozkan, 2019;Sarac & Yildirim, 2019). In other words, there is no study that includes the opinions of classroom teachers about the implementation of the science course curriculum at the 4th grade level in particular, and especially in the four basic elements of curriculum development, namely, objectives, content, educational situations and evaluation dimensions.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

Tartar

2021

Kastamonu Eğitim Dergisi

View full text Add to dashboard Cite

When it is considered that the basis of the science course is taken in elementary school, the primary school teachers who are also the practitioners of the science curriculum in this level have great responsibilities in the acquisition of science consciousness. It is thought that updating the science curriculum will cause some changes in practice. Therefore, the opinions of the primary school teachers about the implementation of the new program are important. This study was carried out in order to investigate the opinions of the 4th class primary school teachers about the objectives, content, educational status and evaluation items of the 4th class science curriculum in primary school which was updated in 2018 and implemented as of the 2018-2019 academic year. The study group consisted of 5 primary school teachers in the central district of a province in the Western Black Sea Region, selected from the same primary school according to the criteria sampling. The data were collected through the semi-structured interview form. There were 10 open-ended questions in the interview form. The data were analyzed by using a descriptive analysis method. The primary school teachers who participated in the research indicated that the science curriculum should be suitable for the level of the students, their simplicity, attractiveness of the subjects, interest and attention, the content in terms of being appropriate for the characteristics of the students and the beginning of this course from the third grade of primary school; on the other hand, they stated that the coursebook was not prepared in self-sufficient way, there were too many concepts in the program and too many details were included, the number of experiments were low, there was difficulty in providing material for some subjects and there was no laboratory environment. Meeting the equipment needs in schools can increase the effectiveness of the program in practice. Another variable that increases the effectiveness of the program in practice is the inclusion of out-of school activities by primary school teachers in science classes.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

Tartar

2021

Kastamonu Eğitim Dergisi

View full text Add to dashboard Cite

show abstract

“…Disiplinlerarası yaklaşımı kullanmak için okul imkânlarının yeterliliği konusunda ise okul öncesi ve sınıf öğretmenlerinin çoğunun yetersiz olduğu yönünde görüş bildirdikleri ortaya koyulmuştur. Yapılan bir araştırmada da öğretmenler disiplinlerarası yaklaşım açısından programı uygulama sürecinde ders kitaplarının yüzeysel olması, okullardaki alt yapı eksikliği gibi zorluklarla karşılaştıklarını belirtmişlerdir (Saraç ve Yıldırım, 2019).…”

Section: öğRetmenlerin Disiplinlerarası Yaklaşımın Tanımına Yönelik Gunclassified

Okul Öncesi ve Sınıf Öğretmenlerinin Disiplinlerarası Yaklaşımın Temel Eğitimde Kullanımına Yönelik Görüşleri

Yurttaş

Kartal

Çağlar

2020

IBAD Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

show abstract

“…., 2017;Saraç & Yıldırım, 2019;Sülün & Dellalbaşı Kılıç, 2013;Tekbıyık & Akdeniz, 2008;Toraman & Alcı, 2013;Tüysüz & Aydın, 2009;Ural Keleş, 2018;Yıldırım & Güngör Akgün, 2015), fen bilimleri eğitiminde özellikle fen bilimleri öğretim programlarının uygulanma sürecinde yaşanan sorunları ortaya koyan(Akıncı vd., 2015; Balbağ vd., 2016;Balbağ & Karaer, 2017;Doğan, 2010;Geçer & Özel, 2012;Karacaoğlu & Acar, 2010;Küçüköner, 2011;Özdemir, 2006;Uygur & Yanpar Yelken, 2010) çok sayıda çalışma yapıldığı görülmüştür. Bu çalışmaların yanı sıra daha önce geliştirilen öğretim programlarının aksayan yönlerinin belirlenerek elde edilen verilerin ışığında yeni programların geliştirilmesi amacıyla farklı yıllara ait fen bilimleri öğretim programlarının çeşitli değişkenler açısından incelendiği, birbiriyle kıyaslandığı ve programların gelişim sürecinin değerlendirildiği birçok çalışma da bulunmaktadır (Aykaç vd., 2011; Bakaç, 2019; Candaş vd., 2019; Demirbaş, 2008; Deveci, 2018; Dindar & Taneri, 2011; Eskicumalı vd., 2014; Karatay vd., 2013; Özata Yücel & Özkan, 2013; Özcan vd., 2018).…”

unclassified

Fen Bilimleri Öğretim Programları Alanındaki Bilimsel Çalışmaların Bibliyometrik Profili

Demir¹,

Çelik

2020

Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi

View full text Add to dashboard Cite

Bibliometric studies are considered very important in terms of determining the current status of scientific publications in the field and being a guide for researchers working in the field. In this study, bibliometric analysis was carried out in order to contribute to the field by revealing the general structure of the science curriculum area. For this purpose, 1716 studies published between the years 1970-2019 related to the science curriculum were examined from a bibliometric point of view, and trends and trends in this field were revealed. In the Web of Science Core Collection (WoS) database, the keyword of "Science Curriculum" was scanned and bibliometric data of the studies were obtained. The studies have been examined by the number of publications, publication types, publication languages, citation analysis, country collaborations, common citation networks and concept-subject orientations by years. The authors and works to which the examined studies are addressed are also examined within the scope of the study. Thus, it was ensured that important authors and works that were of great interest to researchers periodically were identified and the interactions between them were identified. In the study, country collaborations, cited journals, authors, publications and the positions of the concepts in the network were evaluated. As a result of the research, it was observed that there was a rapid increase in the number of publications in the field after 2010, and the most studies were conducted in article type and in English. However, it has been determined that the USA plays a key role in country partnerships and the journal with the most citation boom is School Science Review and the author is Rosalind Driver. Looking at the most studied subjects in the field, it was seen that the topics of student access and curriculum design came to the fore.

show abstract

Teachers’ Views On Science Course Curriculum of The Year 2018

Cited by 25 publications

References 6 publications

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

Primary School Teachers’ Views on the Implementation of the 4th Class Science Course Curriculum

Okul Öncesi ve Sınıf Öğretmenlerinin Disiplinlerarası Yaklaşımın Temel Eğitimde Kullanımına Yönelik Görüşleri

Fen Bilimleri Öğretim Programları Alanındaki Bilimsel Çalışmaların Bibliyometrik Profili

Contact Info

Product

Resources

About