2004 İlköğretim Programının “Öğrenme-Öğretme Süreci” Boyutu İle İlgili Yapılan Araştırmaların Değerlendirilmesi

The continuous development of curriculums to meet the changing needs of the time is one of the fundamental factors of education systems to remain up-to-date. Therefore, countries, especially developed ones, have made every effort to increase the quality of their educational curriculums. In our country, Ministry of National Education has been carrying out studies to innovate and improve primary school curriculums to keep pace with these needs since 2004. With renewed primary school curriculum based on constructivist learning approach, an approach which is student-centered, activity-based, and gives importance to the integration of inside and outside classroom activities of the students is adopted. As a result of constructivist approach, students' involvement in learning process and their learning by doing and thinking have been aimed, and creating an environment in which students can improve their high-level thinking abilities such as critical and creative thinking, analyzing and evaluation have attempted to be provided. With constructivist approach, important changes have been made on goals/objectives, content, learning-teaching process and evaluation which are comprising the dimensions of the education program. Activities in learning and teaching process of previous curriculum were implemented with a teacher-centered approach which was mostly based on memorization in which high-level skills were not taken into consideration and asking question method was mostly used. In learning and teaching process of new curriculum, elements such as stimulating natural curiosity for learning to take place, student-centered activities, using what is learned in different environments and encouraging co-operation between students have been given importance. In Turkey, many studies regarding the new primary school curriculum were conducted. When these studies are analyzed, different conclusions were reached about the learning and teaching process. This study aims to evaluate the conclusions of these studies and understand the functionality of new primary school curriculum. It is considered that this study will provide a general overview of the learning and teaching process of new primary school curriculum. To this end, studies conducted on the learning and teaching process of new curriculum since 2004 were collected and analyzed. Method: Data were collected through "descriptive scan model”. Scan models are defined as describing an existing or a past situation as it is or it was. 54 studies were collected, and meta and content analysis were used to evaluate them. Results: Depending on the analysis, it has been revealed that most of the studies were conducted with respect to teachers' views and studies with respect to students, parents, directors and inspectors' views are insufficient. It has been also revealed that most of the studies were conducted between 2006 and 2008; qualitative and descriptive research models were employed as the research model; questionnaires and interviews were preferred as the data gathering tool; teachers were determined as target groups and studies were mostly conducted in central and west districts. According to the teachers, the positive side of the new curriculum is that it directs students to research and think. However, they also indicated that time insufficiency, crowdedness of classrooms, lack of communication with families, and financial costs of the activities to parents and teachers were the negative sides of the new curriculum. Another finding from these studies was that teachers have a positive view on new approaches used in learning and teaching process, however, they do not have enough knowledge on them. Besides, in order to actively implement new curriculum, physical conditions should be appropriate and there should be enough equipment to employ the activities. However, there have been problems in learning and teaching process since these conditions have not been fulfilled. Some of the findings of these studies include that activities in the new curriculum lead students to think and research, there is an increase in the students' interests towards lessons and activities are effective in teaching the subject matter and contribute to the socialization of the students. In the conclusion section of this study, some suggestions are offered depending on the evaluation of the studies in the literature. 

Ülkemiz, 2004-2005 eğitim-öğretim yılında eğitimde bir devrim gerçekleĢtirerek “öğretmen
merkezli” anlayıĢtan vazgeçip “öğrenci merkezli” anlayıĢa geçmiĢtir. Bu anlayıĢa dayalı
olarak tüm ilköğretim programları yapılandırmacı yaklaĢımı temele alarak değiĢtirilmiĢtir.
Yapılandırmacılık, son yıllarda eğitim uygulamalarını en çok etkileyen yaklaĢımlardan biri
olmuĢtur. Yapılandırmacı yaklaĢım, eğitim alanında bilgi inĢası anlamında
kullanılmaktadır. Bu yaklaĢımda, öğrenciler var olan bilgilerinin üzerine yeni bilgileri inĢa
etmektedirler. Bu yaklaĢımla birlikte, öğrenme-öğretme kavramına farklı anlamlar
yüklenmiĢ ve bu farklı anlamlar öğretmen ve öğrencinin rollerinde değiĢikliklere yol
açmıĢtır. Yeni programların uygulanmasında öğretmen rehber niteliğindedir, yani bilgiyi
veren değil, bilgiye giden yolu gösteren bir rehberdir. Yeni programlarda, çoklu zeka,
eleĢtirel ve yansıtıcı düĢünme, aktif öğrenme, yaratıcı düĢünme gibi üst düzey düĢünme
becerilerini geliĢtirecek çağdaĢ yaklaĢımlara da yer verilmiĢtir. Yapılandırmacı yaklaĢımla
birlikte eğitim programının ögelerinde önemli değiĢiklikler yapılmıĢtır. Bu araĢtırmada,
2004 ilköğretim programının “öğrenme-öğretme süreci” boyutu ile ilgili yapılan
araĢtırmaların değerlendirilmesi amaçlanmıĢtır. Bunun için araĢtırmada betimsel tarama
modeli kullanılmıĢtır. AraĢtırmaların analizinde, meta-analiz ve içerik analizi kullanılmıĢtır.
AraĢtırmanın çalıĢma kapsamını, 2004-2011 yılları arasında yeni ilköğretim programlarının
değerlendirilmesine yönelik yapılmıĢ olan ve araĢtırmacılar tarafından ulaĢılabilen 29
bildiri ve 25 makale oluĢturmaktadır. ÇalıĢma kapsamını oluĢturan yayınlara Google,
Akademik Google, ERIC, ASOS, Ulakbim gibi arama motorları kullanılarak ulaĢılmıĢtır.
Yapılan değerlendirme sonucunda Ģu sonuçlara ulaĢılmıĢtır: AraĢtırmaların çoğunun 2006-
2008 yılları arasında yoğunlaĢtığı, araĢtırma modeli olarak daha çok nitel ve betimsel
araĢtırma modellerinin kullanıldığı, veri toplama aracı olarak anket ve görüĢmenin
seçildiği, hedef gruplar olarak daha çok öğretmenlerin belirlendiği, yapılan araĢtırmaların
daha çok iç ve batı bölgelerde uygulandığı ortaya çıkmıĢtır. Bu çalıĢmada, ayrıca yapılan
araĢtırmaların sonuç ve önerilerine de yer verilmiĢtir. En son olarak da araĢtırmalara dayalı
olarak yapılan değerlendirmeler ve araĢtırmaların sonuç ve önerileri de göz önüne alınarak
öneriler geliĢtirilmiĢtir.