Examinatıon of Science Textbooks in Terms of Root Values

Emre Özdemir

Makale detayları

Examinatıon of Science Textbooks in Terms of Root Values

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.504-528

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292375

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the secondary school 5th, 6th, 7th and 8th grade science textbooks, which were approved to be taught in the 2022-2023 academic year, within the framework of the root values specified in the curriculum. In the science curriculum updated in 2018, 10 root values were emphasized. In this direction, the units and topics in which the root values are included in the science textbooks were determined and the expression forms, numbers and types of the root values were revealed. In the study, document analysis technique, which is one of the descriptive methods, was used. As a result of the study, while the values of responsibility, self-control, patriotism, love, honesty, respect, patience, friendship and benevolence were included in the secondary school science textbooks, the value of justice was not included. Among the root values, the existence of the root values of responsibility, self-control, patriotism and love were determined the most, respectively. The values of honesty, respect, patience, friendship and benevolence were included in science textbooks in a limited way. As the grade level increased, the values included in the textbook decreased. It has been determined that the distribution of root values in the textbooks taught at different levels in terms of variety and quantity in units and between subjects is not regular and consistent. While the root values are included in the text in which the subject is explained the most in the textbooks, they are expressed very little in the activity and measurement and evaluation sections. As a result of the findings, a balanced and planned distribution of root values in terms of the distribution of the root values included in the textbooks between the units and the subjects is suggested. It can be ensured that the root values are included more in the measurement-evaluation sections and activities in the textbook. It is thought that the research will contribute to the development of the root values included in the textbooks. As a result of the study, recommendations were made for the students to gain permanent and healthy root values.

 The aim of this research is to examine the secondary school 5th, 6th, 7th and 8th grade science textbooks, which were approved to be taught in the 2022-2023 academic year, within the framework of the root values specified in the curriculum. In the science curriculum updated in 2018, 10 root values were emphasized. In this direction, the units and topics in which the root values are included in the science textbooks were determined and the expression forms, numbers and types of the root values were revealed. In the study, document analysis technique, which is one of the descriptive methods, was used. As a result of the study, while the values of responsibility, self-control, patriotism, love, honesty, respect, patience, friendship and benevolence were included in the secondary school science textbooks, the value of justice was not included. Among the root values, the existence of the root values of responsibility, self-control, patriotism and love were determined the most, respectively. The values of honesty, respect, patience, friendship and benevolence were included in science textbooks in a limited way. As the grade level increased, the values included in the textbook decreased. It has been determined that the distribution of root values in the textbooks taught at different levels in terms of variety and quantity in units and between subjects is not regular and consistent. While the root values are included in the text in which the subject is explained the most in the textbooks, they are expressed very little in the activity and measurement and evaluation sections. As a result of the findings, a balanced and planned distribution of root values in terms of the distribution of the root values included in the textbooks between the units and the subjects is suggested. It can be ensured that the root values are included more in the measurement-evaluation sections and activities in the textbook. It is thought that the research will contribute to the development of the root values included in the textbooks. As a result of the study, recommendations were made for the students to gain permanent and healthy root values.

 The aim of this research is to examine the secondary school 5th, 6th, 7th and 8th grade science textbooks, which were approved to be taught in the 2022-2023 academic year, within the framework of the root values specified in the curriculum. In the science curriculum updated in 2018, 10 root values were emphasized. In this direction, the units and topics in which the root values are included in the science textbooks were determined and the expression forms, numbers and types of the root values were revealed. In the study, document analysis technique, which is one of the descriptive methods, was used. As a result of the study, while the values of responsibility, self-control, patriotism, love, honesty, respect, patience, friendship and benevolence were included in the secondary school science textbooks, the value of justice was not included. Among the root values, the existence of the root values of responsibility, self-control, patriotism and love were determined the most, respectively. The values of honesty, respect, patience, friendship and benevolence were included in science textbooks in a limited way. As the grade level increased, the values included in the textbook decreased. It has been determined that the distribution of root values in the textbooks taught at different levels in terms of variety and quantity in units and between subjects is not regular and consistent. While the root values are included in the text in which the subject is explained the most in the textbooks, they are expressed very little in the activity and measurement and evaluation sections. As a result of the findings, a balanced and planned distribution of root values in terms of the distribution of the root values included in the textbooks between the units and the subjects is suggested. It can be ensured that the root values are included more in the measurement-evaluation sections and activities in the textbook. It is thought that the research will contribute to the development of the root values included in the textbooks. As a result of the study, recommendations were made for the students to gain permanent and healthy root values.

 Bu araştırmanın amacı 2022-2023 eğitim öğretim yılında okutulmasına onay verilen ortaokul 5, 6, 7 ve 8. sınıf düzeyinde fen bilimleri ders kitaplarını öğretim programında belirtilen kök değerler çerçevesinde incelemektir. 2018 yılında güncellenen fen bilimleri öğretim programıyla 10 tane kök değere vurgu yapılmıştır. Bu doğrultuda fen bilimleri ders kitaplarında bulunan kök değerlerin yer aldığı üniteler ve konular belirlenmiş olup kök değerlerin ifade biçimleri, sayıları ve çeşitleri ortaya çıkarılmıştır. Çalışmada, betimleyici yöntemlerden birisi olan doküman analizi tekniği kullanılmıştır. Çalışma sonucunda ortaokul fen bilimleri ders kitaplarında sorumluluk, öz denetim, vatanseverlik, sevgi, dürüstlük, saygı, sabır, dostluk ve yardımseverlik değerlerine yer verilirken adalet değerine ise yer verilmemiştir. Kök değerlerden en fazla sırasıyla sorumluluk, öz denetim, vatanseverlik ve sevgi kök değerlerinin varlığı belirlenmiştir. Dürüstlük, saygı, sabır, dostluk ve yardımseverlik değerlerine ise sınırlı olarak fen bilimleri ders kitaplarında yer almıştır. Sınıf kademesi arttıkça ders kitabında yer verilen değerler azalmıştır. Farklı kademelerde okutulan ders kitaplarındaki kök değerlerin çeşit ve nicelik olarak ünitelerde ve konular arasındaki dağılımlarının düzenli ve tutarlı olmadığı belirlenmiştir. Kök değerler, ders kitaplarında en fazla konu anlatımı yapılan metin içerisinde yer verilirken etkinlik ve ölçme değerlendirme bölümlerinde çok az ifade edilmiştir. Bulgular sonucunda ders kitaplarında yer verilen kök değerlerin üniteler ve konular arasındaki dağılımı, ifade biçimi açısından dengeli ve planlı bir kök değer dağılımı önerilmektedir. Kök değerlerin ders kitabında ölçme-değerlendirme bölümlerinde ve etkinliklerde daha fazla yer alması sağlanabilir. Araştırmanın ders kitaplarında yer verilen kök değerlerin geliştirilmesine katkı sağlayacağı düşünülmektedir. Çalışma sonucunda öğrencilerin kök değerleri kalıcı ve sağlıklı kazanabilmeleri için tavsiyelerde bulunulmuştur.

Makale detayları

Examinatıon of Science Textbooks in Terms of Root Values

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.504-528

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292375

pISSN:

2602-2850

Values, Secondary School, Textbook, ScienceDeğerler

Ortaokul

Ders kitabı

Fen Bilimleri

Sayı

Makale detayları

Examinatıon of Science Textbooks in Terms of Root Values

Yazarlar: Emre Özdemir

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.504-528

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001292375

pISSN: 2602-2850

Values, Secondary School, Textbook, ScienceDeğerler

Ortaokul

Ders kitabı

Fen Bilimleri

Sayı

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 56, pp.504-528

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292375

pISSN:

2602-2850