Context-Based Comparative Analysis of Turkish Physics Curriculum of Republic Period
Abstract
In this study, changes occurring in the content of the applied physics courses curriculum in Turkey since the declaration of the Republic until today is intended to be comparatively analysed. 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 of the study were collected by the document analysis technique which is one of the data collection tools in qualitative research. In the study, the curriculums of middle school 1930, 1938 and 1951, and high school 1934, 1938, 1952, 1985, 1992, 1997, 2007, 2013 and 2017 physics courses 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 has been increased by adding subjects to some curricula and the content has been reduced by removing the subjects from some others. As a recommendation, there is a need to determine the basic topics such as Nature, Matter, and Properties of Physics, Force and Motion, Energy, Light and Sound, Electricity, Heat and Temperature in the 9th grade level of the physics course curriculum. In addition, it is recommended to include units related to contemporary issues in the current curricula at 12th grade which should be renewed every year.References
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Akdeniz, A. R., & Karamustafaoglu, O. (2003). Difficulties encountered in teaching physics. Journal of Turkish Educational Sciences, 2 (2), 265-274.
Altheide, D. L. (2000). Tracking discourse and qualitative document analysis. Poetics, 27(4), 287-299.
American Association for the Advancement of Science (AAAS). (1990). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science (AAAS). (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
Arslan, A., Ercan, O., & Tekbıyık, A. (2012). Evaluating the opinions of teachers about the new curriculum in terms of a physics lesson. X. National Science and Mathematics Education Congress. 27-30.
Aycan, Ş., & Yumuşak, A. (2003). Research on the level of understanding of physics subjects in high school curricula. Journal of National Education, 159, 171-180.
Ayvacı, H. Ş. (2010). Views of physics teachers about the context-based approach. Dicle University Journal of Ziya Gökalp Faculty of Education, 15, 42-51.
Ayvacı, H. Ş., Bebek, G., Özbek, D. & Yamak, S. (2015). Evaluating the basic level implementations of revised 2013 physics curriculum by physics teachers, Journal of Instructional Technologies & Teacher Education, 4(3), 35-47.
Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Boston, MA: Pearson.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
Demirel, Ö. (2013). Curriculum development in education from theory to practice. Ankara: Pegem-A Publishing.
Demirbaş, M., & Yağbasan, R. (2005). Analysis of science curriculums applied at high schools in Turkey: modern science curriculum applications, Gazi University Journal of Kirsehir Faculty of Education, 6(2), 33-51.
Dindar, H., & Taneri, A. (2011). Comparing goals, concepts and activities of science programs developed by the Turkish Ministry of Education in 1968, 1992, 2000 and 2004, Journal of Kastamonu Education, 19(2), 363-378.
Doğan, M., Oruncak, B., & Günbayı, İ. (2003). A study on the problems in physics education at senior high school level, Afyon Kocatepe University Journal of Science and Engineering, 3(1), 99-110.
Ergin, İ., İngeç, Ş. K., & Şafak, M. (2011). Teachers' opinions on the gains, content, learning-teaching process, measurement-evaluation dimensions of secondary school physics course 9th-grade curriculum, In 2nd International Conference on New Trends in Education and Their Implications, 27-29.
Ertem, H. Y., & Gökalp, G. (2016). Perceptions of research assistants in physics education about new physics teaching program (2013), Abant İzzet Baysal University Journal of the Faculty Education, 16(1), 95-120.
Gözütok, F. D. (2003). Curriculum development in Turkey. Journal of National Education, 160, 90-102.
Güzel, A., & Karadağ, Ö. (2013). A Critical Look at Turkish Curriculum (6, 7 and 8th Grades) in Accordance with Explanation Abilities. Journal of Mother Tongue Education, 1(1), 45-52.
Kabadere, T. (2010). Components and analysis of high school biology curricula from the republic to the present. Unpublished Doctoral Dissertation, Gazi University, Educational Science Institute, Ankara.
Karakuyu, Y. (2008). Problems faced by the physical teacher on physics education: Afyonkarahisar case. Mustafa Kemal University Journal of Social Sciences Institute, 5(10), 147-159.
Kavcar, N., & Erdem, A. (2015). Examination of secondary school physics curriculum and physics textbooks in terms of project-based learning. 5rd International Association of Educational Research, 8-10.
Koca, S., & Şimşek, S. (2001). An alternative physics programme for high schools, Ondokuz Mayıs University Journal of the Faculty Education, 13(1), 37-45.
Turkish Ministry of Culture. (1938). Secondary school curriculum, State Printing House, İstanbul.
Turkish Ministry of Culture. (1938). High school curriculum, State Printing House, İstanbul.
Turkish Ministry of National Education (MoE). (1930). Middle school curriculum, State Printing House, İstanbul.
Turkish Ministry of National Education (MoE). (1934). High school curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (1952). High school curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (1960). High school curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (1951). Middle school curriculum. National Education Printing House: İstanbul.
Turkish Ministry of National Education (MoE). (1970). High school curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (2007). Secondary education physics course 9th-grade curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (2011a). Secondary education physics course 10th-grade curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (2011b). Secondary education physics course 11th-grade curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (2011c). Secondary education physics course 12th-grade curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education (MoE). (2013). Secondary education physics course (Grades 9, 10, 11 and 12.) curriculum. National Education Printing House Ankara.
Turkish Ministry of National Education (MoE). (2017). Secondary education physics course curriculum. National Education Printing House: Ankara.
Turkish Ministry of National Education Official Bulletin. (1985). Physics and chemistry biology teaching programs that will be applied in a single type in high schools and equivalent schools. 48(2197), 412.
Turkish Ministry of National Education Official Bulletin. (1991). Secondary education courses and credit regulations, 2342.
Turkish Ministry of National Education Official Bulletin. (1997). The curriculum of secondary education institutions (except vocational and technical secondary education) which implements the secondary education institutions' class passing regulations. 50 (2470),68.
Turkish Ministry of National Education Official Bulletin. (2005). Restructuring of secondary education, 68 (2573), 381.
Miles, M. B. & Huberman, A. M., (1994). Qualitative data analysis: a sourcebook of new methods. London: SAGE.
Turkish Ministry of National Education. (1952). High school curriculum. National Education Printing House: İstanbul.
Ministry of National Education Youth and Sports (1987). High school curriculum. National Education Printing House: Ankara.
Nalçaci, A. (2001). Evaluation of the changes in teaching social sciences in primary schools beginning from the foundation of the republic. Unpublished master's thesis, Atatürk University Institute of Social Sciences, Erzurum.
National Research Council (1996). National science education standards. National Academies Press.
National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
National Science Teachers Association (2003). Standards for science teacher preparation. Faculty Publications: Department of Teaching, Learning and Teacher Education, 86.
National Science Teachers Association (2012). NSTA preservice science standards. Arlington, VA.
Özcan, H., & Düzgünoğlu, H. (2017). Teachers' views on science draft curriculum 2017. International Journal of Active Learning, 2(2), 28-48.
Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications.
Silverman, D. (2006). Interpreting qualitative data: Methods for analyzing talk, text, and interaction (3rd Ed.). London: SAGE.
Tortop, H. S. (2012). Adaptation of physics teachers on new physics curriculum: a case study, Adıyaman University Journal of Social Sciences, 5(10), 419-438.
Yazıcı, Y. (1994). In today's physics education from the Republic of Turkey. Unpublished master's thesis, Osmangazi University, Graduate School of Natural and Applied Sciences: Eskisehir.
Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.
Published
2018-12-30
How to Cite
ÖZCAN, Hasan.
Context-Based Comparative Analysis of Turkish Physics Curriculum of Republic Period.
European Journal of Physics Education, [S.l.], v. 9, n. 2, p. 37-52, dec. 2018.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/216>. Date accessed: 25 apr. 2024.
doi: https://doi.org/10.20308/ejpe.v9i2.216.
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