Context-Based Comparative Analysis of Turkish Physics Curriculum of Republic Period

Autor/in	Özcan, Hasan
Titel	Context-Based Comparative Analysis of Turkish Physics Curriculum of Republic Period
Quelle	In: European Journal of Physics Education, 9 (2018) 2, S.37-53 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-7202
Schlagwörter	Physics; Science Instruction; Educational History; Science Curriculum; Comparative Analysis; High School Students; Middle School Students; Course Content; Textbooks; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kursprogramm; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	In this study, changes occurring in the content of the applied physics courses curriculum in Turkey since the declaration of Turkish Republic until today are intended to be comparatively analyzed. The study is different from similar studies in terms of extent and content. It is thought that it will be a descriptive source which shows the contents of all physics courses in the Republican period. The data for the study were collected by the document analysis technique which is one of the data collection tools in qualitative research. In Republic Period, Physics was lectured as an individual course not only in high school but also in 7th and 8th-grade curricula. Therefore, in the study, the curricula of the physics courses of middle schools in 1930, 1938 and 1951, and high schools in 1934, 1938, 1952, 1985, 1992, 1997, 2007, 2013 and 2017 were examined. According to the findings obtained from the study, it was determined that the content creation concept was not included in the physics lesson curriculum in the historical process. Due to this deficiency, it was seen that the content was increased in some curricula and reduced by removing from others. In line with the results obtained from the study, it is suggested for the researchers, planning to carry out a study on the same subject, to analyze the reflection of physics topics on the textbooks, as well as carrying out a comparative-analysis on physics curricula in terms of assessment and evaluation. (As Provided).
Anmerkungen	Erciyes University. Melikgazi, Kayseri, 38039 Turkey. Tel: +90-352-207-6666; Web site: http://www.eu-journal.org/index.php/EJPE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01