Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change
Yıl: 2011 Cilt: 6 Sayı: 3 Sayfa Aralığı: 251 - 266 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022
Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change
Öz: Alanda yapılan çalışmalar eğitim reformlarına öğretmenler tarafından direnç gösterildiğini ortaya koymaktadır. Bu çalışma eğitim reformlarına öğretmenler tarafından gösterilen bu direnci Thomas Kuhn‟un “Bilimsel Devrimlerin Yapısı” analojisini kullanarak açıklamaya çalışmaktadır. Bu amaçla geniş ölçekli eğitim reformlarının nasıl yeni bir kavramsal çatı ortaya koyduğunu göstermek için Türkiye‟deki eski ve yeni biyoloji öğretim programları analiz edilmiştir. Bu çalışmada nitel araştırma yaklaşımı benimsenerek eski ve yeni biyoloji öğretim programları amaç ve vurgular, bilimsel bilginin doğası, öğrenme teorileri ve yaklaşımları, öğretim modelleri ve değerlendirme yaklaşımları açısından analiz edilmiştir. Çalışmanın sonuçları eski ve yeni biyoloji öğretim programları arasında paradigma kayması olarak değerlendirilebilecek felsefi yaklaşım farklılıkları olduğunu göstermektedir. Bu sonuçlar ışığında yeni programın ortaya koyduğu yeni kavramsal çatının anlaşılmasının zorluğu eğitim reformunun başarılı bir şekilde uygulanmasının önündeki en önemli engel olarak görünmektedir.
Anahtar Kelime: Konular:
Paradigma kayması olarak eğitim reformları: Eğitimsel değişimin doğasını ve öğretmen direncini anlamak için Kuhn’un bakış açısını kullanmak
Öz: Research acknowledges that reform efforts in education often face resistance, particularly on the part of teachers. This study attempts to get to a better understanding of the reasons of resistance to change on the teachers' side through utilizing the structure of scientific revolu-tions as described by Thomas Kuhn as an analogy. To this end, a recent curriculum reform in science education in Turkey is taken as a case. The previous and new biology curricula are analyzed comparing their emphasis, approaches to the nature of scientific knowledge, theories of learning, and models for teaching and approaches to the assessment of learning. This analysis revealed that the curriculum reform experienced in Turkey has introduced a new conceptual and theoretical framework for teachers, which is fundamentally different from the previous one. To this end, the study discusses that understanding the new para-digm introduced by the new curriculum could be one of the major barriers that teachers face in the implementation of the curriculum reform.
Anahtar Kelime: Konular:
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | İREZ O, HAN Ç (2011). Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. , 251 - 266. |
| Chicago | İREZ OSMAN SERHAT,HAN Çiğdem Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. (2011): 251 - 266. |
| MLA | İREZ OSMAN SERHAT,HAN Çiğdem Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. , 2011, ss.251 - 266. |
| AMA | İREZ O,HAN Ç Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. . 2011; 251 - 266. |
| Vancouver | İREZ O,HAN Ç Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. . 2011; 251 - 266. |
| IEEE | İREZ O,HAN Ç "Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change." , ss.251 - 266, 2011. |
| ISNAD | İREZ, OSMAN SERHAT - HAN, Çiğdem. "Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change". (2011), 251-266. |
| APA | İREZ O, HAN Ç (2011). Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education (elektronik), 6(3), 251 - 266. |
| Chicago | İREZ OSMAN SERHAT,HAN Çiğdem Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education (elektronik) 6, no.3 (2011): 251 - 266. |
| MLA | İREZ OSMAN SERHAT,HAN Çiğdem Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education (elektronik), vol.6, no.3, 2011, ss.251 - 266. |
| AMA | İREZ O,HAN Ç Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education (elektronik). 2011; 6(3): 251 - 266. |
| Vancouver | İREZ O,HAN Ç Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change. International Journal of Environmental and Science Education (elektronik). 2011; 6(3): 251 - 266. |
| IEEE | İREZ O,HAN Ç "Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change." International Journal of Environmental and Science Education (elektronik), 6, ss.251 - 266, 2011. |
| ISNAD | İREZ, OSMAN SERHAT - HAN, Çiğdem. "Educational reforms as paradigm shifts: Utilizing kuhnian lenses for a better understanding of the meaning of, and resistance to, educational change". International Journal of Environmental and Science Education (elektronik) 6/3 (2011), 251-266. |
