Türkiye’nin Pisa’daki Fen Başarısıyla İlişkili Faktörlerin İncelenmesi

Abstract

-The purpose of this study is to make a systematic examination of the results of those studies that have explored the variables associated with the scientific literacy achievement of Turkish students in PISA 2003PISA , 2006 and 2009 (Programme for International Student Assessment) and to determine whether such studies have obtained any generalizable and consistent results in regard to the relationships between these variables and achievement. Document analysis, which is a qualitative research method, was used in this study. The research sample consisted of 23 national studies in this field. It was observed that these studies determined a positive relationship between parental educational level and student achievement in scientific literacy. Likewise, it was reported that there was a positive relationship between attitude towards science and student achievement and that female students are more successful in scientific literacy. Moreover, the examined studies showed that there was a positive relationship between devoted time for learning and scientific literacy.success.

Examination of the number sense performance of gifted students in terms of various variables

“…This tendency might stem from the habituation of relying on rule-based approaches during problem-solving sessions in classes. Studies suggest that the prevalent use of written materials by teachers and their inclination towards rule-based approaches during lessons (Purnomo et al, 2014), as well as the evaluation of students with questions that tend to follow rule-based solutions rather than questions that encourage interpretation (Eraslan, 2009), contribute to lower number sense performance among students. When examining students' number sense performance based on components, it was found that the most successful component with an average of 2.99 was 'Flexibility in Calculation.'…”

Social Sciences Teacher Education: Sufficiency Level of Pre-Service Education According to Teachers

“…Hedeflenen eğitim kalitesine ulaşmış ülkelere bakıldığında ise PISA projesinde Finli öğrencilerin elde ettiği başarının arkasında hizmet öncesi ve hizmet içi öğretmen eğitimine verilen önemin, ayrılan zamanın ve bütçenin ön planda olduğu görülmektedir (Eraslan, 2009). Sonuç olarak, eğitimde başarıyı yakalamış bu ülkeler, öğretmen yetiştirme süreçlerini asıl önemli nokta olarak görmüş ve bu alanda niteliğin artırılmasının gerekliliği içinde olmuşlardır (Artvinli, 2010, s. 2).…”