Publication: Comparison of turkish and indonesian secondary mathematics curriculum ; reflection of the paradigms : Türk ve Endonezya ortaöğretim matematik öğretim programlarının karşılaştırılması ; paradigma yansımaları
Abstract
Bu çalışmanın amacı, Türkiye ve Endonezya ortaöğretim matematik öğretim programlarını paradigma yansımaları açısından karşılaştırmaktır. Türkiye ve Endonezya, sırasıyla Almanya, Hollanda, Fransa, Singapur, Malezya, Çin ve Japonya gibi eğitim zorlukları yaşayan ve eğitim sistemleri içinde bazı değişiklikler yapan rekabetçi komşu ülkelere sahiptirler. Araştırma amacı düşünüldüğünde bu çalışma nitel yaklaşımı benimseyen bir karşılaştırma çalışmasıdır. Temel veri toplama kaynakları her iki ülkenin matematik öğretim program ve matematik dersi kitapları olduğu için doküman analizi araştırmanın veri toplama aracıdır. Elde edilen verilerin analizinde betimsel istatistik kullanılmıştır. Türkiye ve Endonezya'da eğitim sistemi, sırasıyla 2005 ve 2007 yılından itibaren davranışçı paradigmadan yapılandırmacı paradigmaya değişim göstermiştir. Her iki ülkenin matematik öğretim programları dikkate alındığında ne öğretilmesinden nasıl öğretilmesine kayan bir paradigma değişimi olduğu görülmesine rağmen eğitim politikaları ve bununla ilgili durumlarda paradigma değişikliğine uyum için hazırlıkların yapılamaması problem olmaktadır. Türk ve Endonezya hükümetlerinin eğitim kalitelerini artırabilme ihtiyaçları uğruna kullanabilecekleri benzerlikler ve farklılıklar araştırma sürecinde tartışılmıştır. Anahtar Sözcükler: Karşılaştırmalı Eğitim, Türk Eğitim Sistemi, Endonezya Eğitim Sistemi, Ortaöğretim Matematik Müfredatı, Paradigma
Turkey and Indonesia have very competitive neighbouring countries respectively such as Germany, Netherlands, France and Singapore, Malaysia, China, Japan which give them educational challenges and also make some changes in their education systems. To have a better place among developing and competitive neighbour countries Turkey and Indonesia have made some reforms in primary and secondary school mathematics curricula respectively. The aim of this study is to compare the secondary mathematics curriculum of Turkey and Indonesia with respect to the paradigm embedded into them. Methodologically, this is a comparative study with qualitative approaches. The main data collection tools are the curricula and mathematics textbooks of both countries so that document analysis is the methodological technique to be utilised in this research. The data is analysed by coding and presented by descriptive statistics. In the implementation of education system in both countries, Turkey and Indonesia have run into paradigm transformation which started from behaviourist and then changed to constructivist since 2005 and 2007 respectively. It seems the paradigm in two countries shifted from what to teach to how to teach, however the problem is preparedness for the policies and the related situations. We argue that Turkish and Indonesian governments may use the similarities and differences in the comparison for the sake of the need for improving the quality of education in the two countries because of the similar cultural facts. Comparative education, Turkish education system, Indonesian education system, Secondary mathematics curriculum, Paradigm
Turkey and Indonesia have very competitive neighbouring countries respectively such as Germany, Netherlands, France and Singapore, Malaysia, China, Japan which give them educational challenges and also make some changes in their education systems. To have a better place among developing and competitive neighbour countries Turkey and Indonesia have made some reforms in primary and secondary school mathematics curricula respectively. The aim of this study is to compare the secondary mathematics curriculum of Turkey and Indonesia with respect to the paradigm embedded into them. Methodologically, this is a comparative study with qualitative approaches. The main data collection tools are the curricula and mathematics textbooks of both countries so that document analysis is the methodological technique to be utilised in this research. The data is analysed by coding and presented by descriptive statistics. In the implementation of education system in both countries, Turkey and Indonesia have run into paradigm transformation which started from behaviourist and then changed to constructivist since 2005 and 2007 respectively. It seems the paradigm in two countries shifted from what to teach to how to teach, however the problem is preparedness for the policies and the related situations. We argue that Turkish and Indonesian governments may use the similarities and differences in the comparison for the sake of the need for improving the quality of education in the two countries because of the similar cultural facts. Comparative education, Turkish education system, Indonesian education system, Secondary mathematics curriculum, Paradigm