Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, MATEMATİK VE FEN BİLİMLERİ EĞİTİMİ ANA BİLİM DALI, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: BÜŞRA AHİ TÜRK
Supervisor: Mahmut Selvi
Abstract:
In this research, the scientific process skills of the 8th grade learning area of “The living
Creatures and the Life” was compared according to the years of 2005, 2013 and 2018
curriculums of Science Lesson. The study was designed according to the paradigm of
qualitative research technique and the data was collected by the document analysis method.
The documents, all accepted by the Board of Education and approved by the National
Education Ministry, were determined as the 8th grade The Science and Technology course
book which was prepared according to the year of 2005 curriculum of Science and
Technology, the 8th grade Science Lesson course book that was prepared according to the
year of 2013 Science Lesson Curriculum, and the 8th grade Science Lesson course book
which was prepared according to the year of 2018 Science Lesson Curriculum.
Descriptive analysis technique was used for analysing the data. By descriptive analysis
technique, which was used in this study, all process skills of “The Living Creatures and
the Life” learning area, prepared according to the Science Lesson curriculums of the years
of 2005, 2013 and 2018, and involved in the course books of National Education Ministry,
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were evaluated individually. On the level of application, the similarities and the differences
of the scientific process skills were discussed and compared according to the years. The
content features and the structural features of the units of the learning area; the
representation status of the process of scientific skills in the activities in the course books
were examined.
According to the surveying results, it was determined that the recommended scientific
process of the learning area of “the living creatures and the life” involved in the
curriculums were not handled in the same manner in the books of different years. It is
concluded that, the course book of the year 2005, which has more learning outcomes, units
and activities, is more abundant in terms of the scientific process skills. In the book that
belong to the year of 2013, the activities were reduced, the learning outcomes, where the
scientific process skills fulfilled, were purified. In the book that belong to the year of 2018,
the combined skills took place more than fundamental skills. Predominantly, the activities
in the books took part in before the texts. This allows students to discover the subject of the
study before. Moreover, in terms of the reliability of the study, the course teachers’
opinions were consulted. In consequence of the consultations, the consistency with our
study was achieved.
Key words: Curriculum, scientific process skills, science