1923-2023 yılları arasında Türkiye’deki siyasi ve toplumsal gelişmelerin fen öğretim programlarına yansımaları: Bir tarihsel doküman analizi
Loading...
Date
2023-07-14
Authors
Şengül, Ahmet Asım
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu çalışmanın amacı, Türkiye'de fen eğitimi programlarının tarihsel gelişimini siyasi ve toplumsal gelişmelerin ışığında incelemektir. Bu bağlamda, Türkiye'nin son yüzyılı (1923-2023) ekonomik, siyasi ve sosyal gelişmeler açısından 1923-1945, 1945-1960, 1960-1980, 1980-2000, 2000-2023 yıl aralıkları olmak üzere beş farklı döneme ayrılmıştır. Bu dönemler için gazete haberleri, DPT raporları, MEB şura raporları ve Fen eğitimi programları doküman analizine tabii tutulmuş ve her bir doküman için dönemlere özgü meta-temalar oluşturulmuştur. Son aşamada ise dökümanlar arasında ortak olan meta-temalar incelenmiş ve her bir dönemdeki siyasi ve toplumsal gelişmelerin fen eğitimine yansımaları yorumlanmaya çalışılmıştır. Çalışmanın sonuçlarına bakıldığında, Ülkemizin gündemini şekillendiren haberler, DPT raporları, MEB şura kararları ve Fen eğitimi programları arasında organik bir ilişki olduğu gözlenmiştir. Öte yandan 1923-1945 yılları haricinde kalan dört dönem aralığında da öncelikle yenilikçilik, eleştirel ve bilimsel düşünme gibi fikirlerin olduğu ‘esneme’, sonrasında ise askeri müdahaleler ile şekillenen milli ve dini motiflerin daha fazla vurgulandığı öne çıktığı ‘kapanma’ şeklinde ilerleyen bir döngü olduğu gözlenmiştir. Bu süreçlerde Türkiye-Amerika ilişkilerinin belirleyici olduğu anlaşılmıştır. Öte yandan 1980’li yıllara kadar tarım odaklı ekonominin eğitim programına özellikle fen eğitimi programına yansıdığı görülse de, bu dönemden itibaren liberal politikalarla birlikte teknoloji odaklı sanayileşmenin hızlanmasıyla mühendislik ve girişimcilik gibi temaların fen eğitimi programına yansıdığı gözlenmiştir. Teknoloji odaklı bu eğilimin kaliteli bir eğitimi kaybetmek anlamında bir eşitsizlik yarattığı düşünülmüştür. Son olarak sınav sisteminin 1970li yıllarda şekillenmesi ile öğrenciler arasında kontrolsüz bir rekabetin nasıl şekillendiğine dair yorumlar yapılmıştır.
The purpose of this study is to examine the historical development of science education programs in Turkey in the light of political and social developments. In this context, the last century of Turkey (1923-2023) is divided into five different periods: 1923-1945, 1945-1960, 1960-1980, 1980-2000, and 2000-2023, considering economic, political, and social developments. Newspaper articles, reports from the State Planning Organization (DPT), reports from the Ministry of National Education (MEB) congresses, and science education programs were subjected to document analysis for each period, and period-specific meta-themes were identified for each document. In the final stage, common meta-themes across the documents were examined, and the reflections of political and social developments on science education in each period were interpreted. The results of the study indicate an organic relationship among the news shaping the country's agenda, DPT reports, MEB congress decisions, and science education programs. However, excluding the period from 1923 to 1945, the remaining four periods show a cyclical pattern characterized by the initial emphasis on ideas such as innovation, critical thinking, and scientific thought, referred to as the "flexible" phase, followed by an increasing emphasis on national and religious motifs shaped by military interventions, referred to as the "closure" phase. It is understood that Turkey-US relations have been influential during these processes. Furthermore, until the 1980s, the agricultural-focused economy had a significant impact on the science education program, but starting from this period, with the acceleration of technology-oriented industrialization through liberal policies, themes such as engineering and entrepreneurship have been observed to be reflected in the science education program. It is believed that this technology-oriented trend has created inequality in terms of losing quality education. Lastly, comments have been made regarding how the examination system, which took shape in the 1970s, has led to uncontrolled competition among students. In conclusion, this study highlights the interconnectedness between news, DPT reports, MEB congress decisions, and science education programs that shape the agenda of Turkey. It also reveals a cyclic pattern of "flexibility" and "closure" in the periods examined, with the influence of Turkey-US relations. The study further emphasizes the impact of economic policies and the examination system on science education, including the shift from an agricultural-focused economy to technology-oriented industrialization and the consequences of uncontrolled competition among students.
The purpose of this study is to examine the historical development of science education programs in Turkey in the light of political and social developments. In this context, the last century of Turkey (1923-2023) is divided into five different periods: 1923-1945, 1945-1960, 1960-1980, 1980-2000, and 2000-2023, considering economic, political, and social developments. Newspaper articles, reports from the State Planning Organization (DPT), reports from the Ministry of National Education (MEB) congresses, and science education programs were subjected to document analysis for each period, and period-specific meta-themes were identified for each document. In the final stage, common meta-themes across the documents were examined, and the reflections of political and social developments on science education in each period were interpreted. The results of the study indicate an organic relationship among the news shaping the country's agenda, DPT reports, MEB congress decisions, and science education programs. However, excluding the period from 1923 to 1945, the remaining four periods show a cyclical pattern characterized by the initial emphasis on ideas such as innovation, critical thinking, and scientific thought, referred to as the "flexible" phase, followed by an increasing emphasis on national and religious motifs shaped by military interventions, referred to as the "closure" phase. It is understood that Turkey-US relations have been influential during these processes. Furthermore, until the 1980s, the agricultural-focused economy had a significant impact on the science education program, but starting from this period, with the acceleration of technology-oriented industrialization through liberal policies, themes such as engineering and entrepreneurship have been observed to be reflected in the science education program. It is believed that this technology-oriented trend has created inequality in terms of losing quality education. Lastly, comments have been made regarding how the examination system, which took shape in the 1970s, has led to uncontrolled competition among students. In conclusion, this study highlights the interconnectedness between news, DPT reports, MEB congress decisions, and science education programs that shape the agenda of Turkey. It also reveals a cyclic pattern of "flexibility" and "closure" in the periods examined, with the influence of Turkey-US relations. The study further emphasizes the impact of economic policies and the examination system on science education, including the shift from an agricultural-focused economy to technology-oriented industrialization and the consequences of uncontrolled competition among students.
Description
Keywords
Doküman analizi, Fen eğitimi, Siyasal ve toplumsal olaylar, Document analysis, Political and social events, Science education
Citation
Şengül, A. A. (2023). 1923-2023 yılları arasında Türkiye’deki siyasi ve toplumsal gelişmelerin fen öğretim programlarına yansımaları: Bir tarihsel doküman analizi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.