Gelişmiş Ülkelerin Bilişim Teknolojileri ve Yazılım Dersleri Hedeflerine Türkiye’de 8. ve 12. Sınıf Öğrencilerinin Ulaşma Düzeyleri

Abstract

This research is made to determine the common features aimed to be gained to students in the information technologies and software curriculums of developed countries England, Australia and the United States, which draw attention to the importance of information technologies and software education from early age and to determine the students' achievement levels with the curriculum in Turkey. The research was carried out with 468 eighth grade, 450 12th grade students and 58 teachers in Kayseri. In the scope of the qualitative data collection, teacher interview form was used. As for the quantitative part, "Summative Test" and "Academic Self-Concept Scale" developed for the 8th and 12th grades were used. The results of the study are as follows: (1) developed countries' curriculums have been designed in gradual and spiral structure. In Turkey's curriculum, it has been determined that there is not attention to the graduality and spiraling, the features aimed to be acquired by students are overlapping and more numerous than in developed countries, (2) students could not reach any of the common critical behavioral objectives at the level of 75%, (3) the students' level of reaching common behavioral objectives differed significantly according to the number of years in which information technologies and software courses were taken at school and students’ participation in out-of-school learning processes, (4) the academic self-concept of students were at moderate level, (5) according to teachers' opinions, Turkey's curriculum should be revised according to the requirements of the our age.