Publication: İlköğretim 4-8. sınıf öğrencilerinin “biyolojik zenginlik olarak bitkiler” hakkındaki bilgileri
Abstract
Bu çalışma, ilköğretim 4-8. sınıf öğrencilerinin bitkileri “doğal zenginlik- biyolojik zenginlik” olarak öğrenip öğrenmediklerini sorgulamak amacı ile yapılmıştır. Çalışmada 4 ve 5. sınıf öğrencilerinin bilgisi görüşme yöntemi ile, 6 - 8. sınıf öğrencilerinin bilgisi ise bilgi testleri ile tespit edilmiştir. Görüşmelerde bilgi tespiti için hazırlanan soru ve bilgi kayıtları formları ile 6 - 8. sınıf bilgi testleri, Milli Eğitim Bakanlığı İlköğretim 4 - 8. Sınıf Fen ve Teknoloji Ders Fen Bilgisi Ders Programına (2000) göre hazırlanmıştır. Sorular programlarda işlenilen konular temel alınarak sorulmuştur. Çalışma İstanbul’un iki ayrı ilçesinde 6 farklı okulda, toplam 1650 öğrenciyi kapsamaktadır. Okullar, ilçelere göre farklı sosyoekonomik aile yapısındaki öğrencilere sahiptir. Görüşmeler ve test sonuçları, öğrencilerin aile demografik bilgileri de göz önüne alınarak analiz edilmiştir. Sonuç olarak ilköğretim öğrencilerinin (4 - 8. sınıf) bitkileri “ülkenin biyolojik zenginlikleri” olarak öğrenemedikleri, bilgilerini yaşamla birleştiremedikleri, bilgilerin kavramsal ve yapılanmacı olarak öğrenilmiş olmadığı bulunmuştur. Bu sonuçlar, ders programlarının ve öğretmenlerin öğretiminin yeterli olmadığını ortaya koymuştur.
This study has been done with the aim of to determine primary school, 4-8th level student’s knowledge for plants as “natural wealth – biological wealth”. The knowledge of 4th and 5th level students determined with interview method and 6-8th level students with knowledge tests. Both the interview “question and recording forms” and knowledge tests were prepared according to Turkish Education Ministry Curriculums (2000-2005) of “Science and Technology” courses. The study was carried out at two districts of Istanbul and included 1650 students from 6 schools. In two districts, the students at the schools were the families with different socio-economical levels. During analyses the results from interviews and tests, the demographic structure of families also considered. As results of the analyses, it has been found that primary school students (4-8th level) did not learned the plants as “biological wealth of the Country”, they can not relate their knowledge with real life, and their knowledge is not structured conceptually. These results also show that the curriculum and the teacher’s knowledge are not adequate for kind of training.
This study has been done with the aim of to determine primary school, 4-8th level student’s knowledge for plants as “natural wealth – biological wealth”. The knowledge of 4th and 5th level students determined with interview method and 6-8th level students with knowledge tests. Both the interview “question and recording forms” and knowledge tests were prepared according to Turkish Education Ministry Curriculums (2000-2005) of “Science and Technology” courses. The study was carried out at two districts of Istanbul and included 1650 students from 6 schools. In two districts, the students at the schools were the families with different socio-economical levels. During analyses the results from interviews and tests, the demographic structure of families also considered. As results of the analyses, it has been found that primary school students (4-8th level) did not learned the plants as “biological wealth of the Country”, they can not relate their knowledge with real life, and their knowledge is not structured conceptually. These results also show that the curriculum and the teacher’s knowledge are not adequate for kind of training.