Fen Bilimleri Öğretmenlerinin Öğretim Programı Farkındalıklarının İncelenmesi

Türkçe

Developing technology and scientific studies have increased countries' need for scientifically literate individuals. Qualified individuals enable countries to have a say at the international level. In addition, individuals with the needs and skills of the age play an important role in the integration of technological and scientific developments into country systems. In this context, science teachers have a great responsibility in raising individuals who have 21st century skills, can produce quick solutions to the problems they encounter, and will create international competitiveness. The success of science teachers in their professional lives depends on their field and pedagogical knowledge. Curriculum is one of the guiding guides for teachers regarding the organization and management of educational processes. For this reason, science teachers should have a high level of awareness of the curricula, which include features such as the purpose, content, outcomes and weekly course hours required for the teaching of a course. In this study, it was aimed to examine science teachers' awareness of the curriculum according to demographic variables. In the study in which survey model, which is one of the quantitative research methods, was used, the participants were determined by convenient sampling method. Curriculum Awareness Scale (TAS) was used to collect the data. As a result of the research, it was determined that the variables of gender, institution of employment, level of education and duration of professional experience did not create a statistically significant difference in the awareness of science teachers towards the curriculum. However, it was determined that the duration of professional experience was effective in the cognitive awareness factor of the curriculum awareness scale. Considering the results of the research, it can be said that studies should be increased to raise awareness about curriculum.