Ortaokul 5.Sınıf Fen Bilimleri Dersi Öğretim Programına İlişkin Öğretmen Görüşleri
Polat Tan, Gönül
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The purpose of this research is to evaluate the 5th Grade Science Curriculum, first implemented in 2017-2018 academic year, according to teachers’ opinions. The sample consisted of 400 science teachers in 244 secondary schools of MoNE in central districts of Ankara in 2017-2018 academic year. Teachers having a questionnaire were selected through stratified sampling method, and a semi-structured interview form was applied to 20 randomly selected among those teachers, through both of which the data were obtained. According to the study results, teachers' opinions about science curriculum components were generally positive. Regarding implementation of curriculum in school and classroom settings, teachers were found having problems on not establishing interdisciplinary association sufficiently, not considering students’ individual differences, inadequacy of weekly course time, arranging content from universe to body, excluding "Let's Solve the Puzzle of Body" unit from curriculum, students’ with different age groups in the same classroom, and crowded classrooms. No significant difference was found between teachers' opinions about general characteristics and components of the curriculum according to school type they graduated from, and their opinions about teaching and learning process, and measurement and evaluation components of curriculum according to their professional experience. However, it was found that teachers with 1-5 years of professional experience had more positive opinions about objectives and content components of curriculum compared to teachers with 11-15 and 21 years and more years of experience. Lastly, there was no significant difference between teachers’ opinions on all components of curriculum according to whether they get in-service training.