Türkiye ve Singapur'un 3. Sınıf Fen Öğretimi Programlarında Sorgulamaya Dayalı Öğrenme Unsurları

Abstract

Science lessons are thought to be of great importance in the training of experienced individuals. Research carried out to increase the success of students in science classes emphasizes the importance of an "Inquiry-Based Learning Approach." With inquiry-based learning (IBL), students are given the opportunity to understand the world and structure their knowledge through their own experiences, like a scientist. With this in mind many countries, including Turkey, have adopted IBL into their science curriculum in recent years. 3rd Grade is critical with regards to science, as this is the first time students are faced with science lessons in elementary. Our starting point is to evaluate the curriculum we follow in 3rd grade according to IBL components. The qualitative research approach has been implemented to assess the existence and appropriateness of IBL components in the Science Curriculum of 3rd Grade. As a data collection tool, a checklist was increased to demonstrate the suitability of the curriculum according to IBL.To increase the depth of the study, the scale that was developed was used on both the Turkish 3rd Grade Science Curriculum and the Singapore 3rd Grade Science Curriculum. It is important to note that Singapore's Science curriculum is an inquiry-based program and ranked 1st place in Science in the PISA 2015 index. It is concluded that The Turkish 3rd Grade Science Curriculum elements have insufficient data to support IBL. In order to be truly successful and effective in IBL, various recommendations have been made for issues to be considered in curriculum instruction studies.