The Views of Participants for the Improvements in Science Education Lessons According to the European Union Education Policies

2018 Journal of Education & Social Policy  
With this present study, the improvements-carried out in the science education in Turkey-were investigated for the first time considering the science education policies of the European Union (EU)The participant views were taken into consideration on the science improvements carried out according to the EU education policies. With this purpose, science teachers, the personnel of the national education in a medium province in the Region of Eastern Anatolia, and administrative personnel were
more » ... to constitute the universe of the research. Mixed method was applied during the research. A Likert type questionnaire including 10 questions was conducted to the participants to learn their thoughts about the EU science education policies as the quantitative method. In the qualitative method, open-ended questions including 8 items for each were asked to the participants. According to the result of the study, when the collected data were evaluated, it was found out that most of the participants were ignorant of the EU policies, few numbers of the individuals constituting the sampling were informed about these policies; but, they thought that it would be more appropriate to take and implement policies in accordance with our national values. When the qualitative data were evaluated, it was expressed that some improvements were conducted in the science education lessons compared with the previous programs; but, that was insufficient. Science and Technology Lesson, Participant Opinions ISSN 2375-0782 (Print) 2375-0790 (Online) © Center for Promoting Ideas, USA 107 The institutions of the union related to the fields of industry, agriculture, environment, education, science and technology, and its projects related to cooperation between these institutions are continuously developed, and the results of the activities are evaluated in the meetings. Thus, Related to the topic, Akpınar (2006) tried to determine the EU image of the primary school students in"The EU image of Turkish primary school students in the EU integration process" named study. With this purpose, a questionnaire was applied for totally 894 students. The collected data were analysed with the percent, frequency, and chi-square techniques. The findings handled as a result of the study were analysed by grouping them in various sub-problems. According to the analyses of the gathered data, it was found out that the primary school students mostly support Turkey's joining to the EU; but they think that it is almost impossible. The primary school students look positively to live with Europeans and like to be educated in these countries. Başbay & Doğan (2004) , in their study named as "Teacher views on the effects of the EU membership process on our education system", applied a measure to 367 teachers to take their opinions related to the effects of the EU membership process on our education system, and the results were analysed with the SPSS package program. According to the results of the analysis, it was believed that the EU membership process would have positive effect on our education system and with the help of possible changes that can be occurred; our system might be reached the EU standards. Aslan & Gökkaya (2004) tried to determine how the applied general objectives of the social science lesson might be affected after the EU membership in their studies called as: "The effect of the EU education policies on the general objectives of the social sciences lesson". With this purpose, a questionnaire was applied to 257 students and the results were analysed with the SPSS package program. Considering the gathered results, it was found out that while some gains may be affected positively as a result of the EU membership, on the other hand, others may be affected negatively. Gedikoğlu (2005) handled the problems of Turkish Education system in his study named as "Turkish education system in EU membership process: Problems and solution suggestions" and focused on how to deal with these problems. Claiming that the main problem was not at the single level of education, but lots of problems existed in all the levels to the higher education, it was focused on how to create solutions for these problems. Erginer (2006) demonstrated the similarities and differences between the Turkish and EU education system comparing the Turkish education system and EU education system in the headings of aim, structure, management
doi:10.30845/jesp.v5n2a11 fatcat:32xpiy7qjbfptgee6rlg2cmb5q