Publication: Coğrafya öğretim programlarındaki kazanımların duyuşsal yeterlilik açısından ders kitaplarına yansıması
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2024
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Abstract
Araştırmanın ana amacı, MEB Talim Terbiye Kurulu tarafından hazırlanan ve ilk olarak 1973’ten itibaren kullanılmaya başlanan coğrafya eğitim programlarındaki kazanımların duyuşsal hedef açısından değerlendirmesini yapmak, bu alanda bir üst seviye için gerekebilecek maddeler üzerinde durulmaktır.Araştırmada 1973, 1982, 1992, 2005 ve 2018 yıllarında önemli değişikliklerin yapıldığı coğrafya öğretim programlarının taksonomik incelemesi yapılmış, ayrıca ders kitaplarına bunun nasıl yansıdığına bakılmıştır. Çalışmanın ana özeti şu şekildedir:• 1973, 1982 ve 1992 Coğrafya Öğretim Programlarımızın duyuşsal alanda gayet zengin olduğu; fakat bu durumun ders kitaplarına yansıtılmadığı• 2005 Coğrafya öğretim programında ise kazanımların duyuşsal açıdan ciddi şekilde zayıfladığı; fakat ders kitaplarında zengin duyuşsal etkinliklerin olduğu, bunun da ders kitabı ile öğretim programı arasında kopukluk yarattığı• 2018 programında ise duyuşsal açıdan önceki programa göre değerli eklemelerin yapıldığı ve ders kitaplarının da buna paralel olarak hazırlandığı söylenebilir• Araştırmamızda kazanımların madde madde, tablo eşliğinde taksonomik oranlaması yapılmış olup, grafikler yardımıyla da yüzdeleri gösterilmiştir.
The main purpose of the research is to evaluate the achivements in geography curricula prepared by the Board of Education of Ministry of National Educayion and first staerted to be used since 1973 in terms of affective objectives and to focus on items that may be required for a higher level in this field.In the study, a taxonomic analysis of the geography curricula, in which important changes were made in 1973, 1982, 1992, 2005 and 2018, was made, and how this was reflected in the textbooks was examined. The main summary of the study is as follows:• 1973, 1982 and 1992 Geography Curricula are very rich in the affective field; but this situation is not reflected in the textbooks• In the 2005 Geography curriculum, the achievements are severely weakened in terms of affective aspects; however, there are rich affective activities in the textbooks, which creates a disconnect between the textbook and the curriculum.• In the 2018 program, it can be said that valuable additions were made in terms of affective aspects compared to the previous program and the textbooks were prepared in parallel with this.• In our research, the gains were analyzed taxonomically, item by item, accompanied by a table, and their percentages were created with the help of graphs.
The main purpose of the research is to evaluate the achivements in geography curricula prepared by the Board of Education of Ministry of National Educayion and first staerted to be used since 1973 in terms of affective objectives and to focus on items that may be required for a higher level in this field.In the study, a taxonomic analysis of the geography curricula, in which important changes were made in 1973, 1982, 1992, 2005 and 2018, was made, and how this was reflected in the textbooks was examined. The main summary of the study is as follows:• 1973, 1982 and 1992 Geography Curricula are very rich in the affective field; but this situation is not reflected in the textbooks• In the 2005 Geography curriculum, the achievements are severely weakened in terms of affective aspects; however, there are rich affective activities in the textbooks, which creates a disconnect between the textbook and the curriculum.• In the 2018 program, it can be said that valuable additions were made in terms of affective aspects compared to the previous program and the textbooks were prepared in parallel with this.• In our research, the gains were analyzed taxonomically, item by item, accompanied by a table, and their percentages were created with the help of graphs.
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Anahtar Kelimeler: Coğrafya, Duyuşsal, Bilişsel, Psikomotor, Taksonomi, Program, Eğitim, Öğretim Keywords: Geography, Affective, Cognitive, Psychomotor, Taxonomy, Program, Education, Teaching