English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

The aim of this research is to compare 2005 Science and Technology curriculum, 2013 and 2018 Science curriculums. For this purpose, the curriculum obtained from the site of the Board of Education were examined using qualitative research methods which document analysis in details. Curriculums were compared by taking into account the objectives, gains, content, teaching-learning and measurement-evaluation process. The data were analyzed using the content analysis method. At the end of the research, it was determined that students should be educated as science literate individuals in all curriculums. On the axis of this aim, it was observed that the general objectives for the training of individuals who can use the scientific method, who can look at the world from a scientist's point of view and who can use the scientific process skills effectively. In addition, it was determined that gains was created on the axis of  these purposes a spiral program design concept, that there is a continuous decrease in the number of gains and that there is not much change in the content, teaching-learning process and measurement-evaluation dimensions of the curriculums. The following suggestions was made for the experts of curriculum developments and researchers in the light of these results: It seems important that evaluation of the curriculums by conducting quantitative research in accordance with the opinions of the stakeholders, rewrite of the gains in the curricula in details, renewal of the content on the axis of current scientific data, the curriculums include sample activities and measurement-evaluation applications and to renew the curriculum in line with the suggestions from the curriculum development specialists, teachers and other stakeholders. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Ozet Bu arastirmanin amaci 2005 Fen ve Teknoloji dersi ogretim programi, 2013 ve 2018 fen bilimleri dersi ogretim programlarinin karsilastirilarak incelenmesidir. Bu amacla Talim Terbiye Kurulu Baskanligi’nin sitesinden elde edilen ogretim programlari nitel arastirma yontemlerinden dokuman analizi kullanilarak ayrintili bir sekilde incelenmistir. Ogretim programlari amaclar, kazanimlar, konu alani (icerik), ogretme-ogrenme surecleri ve olcme-degerlendirme basamaklari dikkate alinarak karsilastirilmistir. Veriler icerik analizi yontemi kullanilarak analiz edilmistir. Arastirma sonunda butun ogretim programlarinda ogrencilerin fen okur-yazari bireyler olarak yetistirilmesinin amaclandigi saptanmistir. Bu amac ekseninde bilimsel yontemi kullanabilen, dunyaya bir bilim adaminin bakis acisiyla bakabilen, bilimsel surec becerilerini etkili bir sekilde kullanabilen bireylerin yetistirilmesine yonelik genel amaclar belirlenmistir. Ayrica bu amaclara yonelik olarak sarmal bir program tasarimi anlayisi ekseninde kazanimlar olusturuldugu, kazanim sayisinda surekli bir azalma oldugu, programlarin icerik, ogretme-ogrenme surecleri ve olcme- degerlendirme boyutlarinda cok fazla bir degisiklik yapilmadigi saptanmistir. Bu sonuclar isiginda program gelistirme uzmanlarina ve arastirmacilara yonelik olarak su onerilerde bulunulmustur: ogretim programlarinin paydaslarin gorusleri dogrultusunda nicel arastirmalar yapilarak degerlendirilmesi, ogretim programlarinda yer alan kazanimlarin ayrintili bir sekilde yazilmasi, icerigin guncel bilimsel veriler ekseninde yenilenmesi, ogretim programlarinda ornek etkinlikler ve olcme-degerlendirme uygulamalarina yer verilmesi, ogretim programlarinin program gelistirme uzmanlari, ogretmenler ve diger paydaslardan gelen oneriler dogrultusunda yenilenmesi onemli gorulmektedir.

Comparison of 2005 science and technology curriculum, 2013 and 2018 science course curriculums