Dokuzuncu sınıf kimya dersi öğretim programına yönelik öğretmen görüşleri:Aydın İli örneğii

Teachers‟ views about ninth grade chemistry education program:Sample of Aydin City

Özet

Bu çalışmanın amacı, yapılandırmacı kuramı temel alarak hazırlanmış 9. sınıf kimya dersi öğretimprogramının uygulanmasına ilişkin kimya öğretmenlerinin görüşlerini almaktır. Tarama modelininkullanıldığı çalışmada, 2009-2010 eğitim öğretim yılında Aydın ilinde farklı okul türlerinde görev yapan 131kimya öğretmenine Kişisel Bilgi Formu ve Öğretmenlerin Programın Uygulanmasına Yönelik GörüşleriAnketi uygulanmıştır. Aynı zamanda görev yaptıkları okul türü dikkate alınarak gönüllü 12 öğretmeninöğretim programına ilişkin görüşleri Görüşme Formu ile alınmıştır. Hem anketten hem de görüşmelerdenelde edilen veriler frekans ve yüzde değerleri kullanılarak analiz edilmiştir. Araştırmanın sonuçları, yenilenenöğretim programıyla beraber öğretmenlerin derslerinde kullanmış oldukları yöntem ve teknikte bir değişimolmadığını, ders kitaplarından yeterince yararlanmadıklarını, laboratuvar uygulamalarına yeterince yervermediklerini göstermektedir. Öğretmenler bu durumun kalabalık sınıflardan, hazırbulunuşluğu yetersizöğrencilerden, fiziki şartlardan ve zaman yetersizliğinden kaynaklandığını ifade etmişlerdir. Öğretmenleringörüşleri 2013-2014 yılında uygulanması planlanan kimya dersi öğretim programının içeriği ve öğretmenyeterlilikleri de dikkate alınarak tartışılmıştır.

Abstract

Programs of all secondary school courses including chemistry weredeveloped in 2007 by Ministry of National Education (MEB), Head Council of Education andMorality (TTKB). They have been administered gradually in our country since 2008-2009academic year. Program examined the chemistry content attainments considering productsserved beneficial to society, effects of it on environment and our lives by interacting withtechnology and in this context, the quality and superiorities of scientifically thinking method.Especially in the 9th grade chemistry course program, common and most general chemistryconcepts and principles were focused, in later education process, it was aimed to form a basisfor education process of individuals who would likely choose occupations closely related withchemistry. Another aim of the program was that students were expected to perceive scientificmethod, nature of science, interactions of science-technology-environment as understandingsthat are formed and developed in time with experience and exercises (TTKB, 2007).Course program was prepared taking constructivist theory as the basis. If the content of thistheory is considered, providing a meaningful learning with course curriculum (Ausubel, 1978;Novak, 2002; Rikers, Van Gog and Paas, 2008; Gijbels and Loyens, 2009) and by taking real lifesituations into classrooms, interaction of learners with real life situations via activities (Hein,1991; Uçar and YeĢilyaprak, 2006) are expected. In accordance with learners interests, demandsand needs it is necessary to organize physical learning environment and with cognitiveactivities learning process can be achieved more comfortably, cheerfully and easily (Loyens,Rikers and Schmidt, 2008). Successful implementation of the program is possible whenlearning-teaching process based on deduction is provided (Uçar and YeĢilyaprak, 2006) andunique learning is achieved (Yurdakul, 2005). Moreover, for effective implementation of theprogram it is expected that the program should have an education process that uses alternativeassessment and evaluation tools that evaluates process and performance instead of results(NRC, 2000; Hofstein, Shore and Kipnis, 2004; Yurdakul, 2004; Taitelbaum, Mamlok-Naaman,Carmeli and Hofstein, 2008 ).In this study, with the course program that is prepared based on constructivist theory howmuch the teachers are aware of the change in their roles and responsibilities, how much theyadopt the program and how much the philosophy and characteristics of the program isunderstood was tried to be identified and some suggestions were made. It is thought thatteachers views would be a guide to the studies to identify the missing parts in due diligence ofthe implementation of the program and to meet the needs. In the meantime, in this studyintroducing not only 2007 course program but also 2011 and 2013 course programs may providean idea about how efficient the reform will be in terms of meeting the needs.Research Model: Teachers views about implementation process were examined using surveymodel and quantitative and qualitative research designs were used to analyze the data.At the first phase of the study 131 chemistry teachers working in different type of schools inAydın in 2009-2010 academic year were reached and their views were taken. In the secondphase, representing each type of school, 12 voluntary teachers were interviewed in details aboutlearning-teaching process. Data Collection Instruments: In this study, in order to identify teachers views about thechemistry course program for 9th grade in 2007, ―Personal Information Form‖ and ―Teacher sViews about Implementation of the Program Questionnaire‖ and in order to obtain detailedideas about this process ―Interview Form‖ was used as data collection instruments.Data Analyses: In the analysis of data gathered from Teacher s Views about Implementation ofthe Program Questionnaire, demographic features were considered and findings related withitems that were thought to have more information was given. Data was analyzed usingfrequency and percentage values and presented. Data gathered from interview forms wasanalyzed using descriptive approach. In this purpose, teachers views were categorized undercertain categories and summarized. Categorization was made using interview questions anddata gathered at the end of interviews.Results, Conclusion and Discussion: It was seen that there was no change in methods,techniques and strategies teachers used, they did not utilize course books and activities in themenough, they did not use these activities relevant to their purpose and they did not give enoughplace to laboratory practices even when they did experiments, they were demonstrationexperiments. They give crowded classes, students lacking readiness, lack of time, lack of inservice training courses and materials, and university entrance system as justification for thissituation. From teachers views, it was identified that in the course books at the end of eachsubject although there was a section providing alternative assessment and evaluationtechniques, teachers did not use them relevant to their purpose and they did not give up usingtraditional methods in assessment and evaluation. Teachers stated that they partially associatechemistry subjects with daily life. In conclusion it was seen that in learning environments wheretraditional approaches continued to be used meaningful, and permanent learning cannot begiven and learning based on unique research and discovery cannot be achieved. In theirplanning and implementations the reason why teachers do not accomplish the criteria theprogram requires can be related to their competencies (NRC, 2000; MEB, 2011) as well as theirbeliefs about the nature of the science. Teachers