The transition from positivism to the process of postpositivist/constructivist in the elementary school science curriculum in Turkey

The aim of this study is to identify the transformations experienced by the elementary science course in Turkey and reveal the paradigms that affected the objectives and outcomes of the program. The historical development of the process has been divided into two stages. The first one is the later st...

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Published inEğitim Bilimleri Fakültesi dergisi Vol. 47; no. 2; pp. 117 - 136
Main Author Faruk, ÖZTÜRK
Format Journal Article
LanguageEnglish
Published Ankara Ankara Üniversitesi Eğitim Bilimleri Fakültesi 01.07.2014
Ankara Universitesi
Subjects
Constructivism (Learning)
Course Objectives
Educational Change
Educational History
Educational Practices
Elementary education
Elementary School Science
Elementary schools
Epistemology
Eğitim Bilimleri
Grade 4
Ideology
Observation
Science Curriculum
Science education
Science Instruction
Science Programs
Scientific Principles
Secondary School Curriculum
Secondary Schools
Teaching Methods
Ankara
Türkiye
Turkey
Elementary school program
positivism
constructivism
pozitivizm
science
yapılandırıcı yaklaşım
fen bilgis
bilim
İlköğretim programı
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Summary:The aim of this study is to identify the transformations experienced by the elementary science course in Turkey and reveal the paradigms that affected the objectives and outcomes of the program. The historical development of the process has been divided into two stages. The first one is the later stages of the Ottoman State and the Republican Era, when positivism was prevalent. The second stage includes the period starting from 2004 onwards. The evaluation was based on the objectives and outcomes of the elementary science curriculum.The positivist science approach which was prevalent in the elementary curriculum during the Republican Era is best manifested in the objectives of the science course. This was the case until the year 2004, when the effects of postmodern epistemology started to partially be seen with the initiation of the new elementary curriculum based on the ‘constructivist approach’. However, constructivizm is evident mostly in instructional practices and strategies, and did not go beyond pedagogy.
ISSN:1301-3718
DOI:10.1501/Egifak_0000001340