Examining differences between scores on science literacy skills from the viewpoint of certain indicators: Results of PISA-Turkey<p>Fen okur-yazarlık beceri puanları arasındaki farklılaşmanın bazı göstergeler açısından incelenmesi: PISA-Türkiye bulguları
Keywords:
Early Childhood Education, Level of Mother’s Education, Level of Father’s education, Science Literacy Skills, Gender, Okul Öncesi Eğitim, Anne Eğitim Düzeyi, Baba Eğitim Düzeyi, Fen Okur-Yazarlık Becerisi, CinsiyetAbstract
The main aim of this study was to investigate the relationship between some quality indicators from 2015 PISA Socio-Economic and Cultural Index (ESCS) and 15 year-old students’ science literacy skills. Accordingly, 5895 students’ science literacy skills scores were analyzed through One-way ANOVA test in terms of student variables (gender, starting pre-primary age), and parents’ socio-economic variables (mother educational attainment, father education attainment). The findings of the study revealed that children who started pre-primary education at 2-3 and 4 year olds have higher science literacy score when compared to the children who started pre-primary education at 5-6 and less than 1 year olds in analysis and the increase of mother and father education level showed statistically significant difference on the science literacy scores in PISA 2015. The results of the study, on each variable basis, provide important implications in terms of improving Turkey’s education vision.
Extended English summary is in the end of Full Text PDF (TURKISH) file.Özet
Bu çalışmanın amacı PISA Ekonomik, Sosyal ve Kültürel İndeks’ inden (ESCS) elde edilen değişkenler ile Türkiye PISA 2015 uygulamasına katılan 15 yaşındaki öğrencilerin fen okur-yazarlık beceri puanları arasındaki farklılaşmanın incelenmesidir. Bu doğrultuda 5895 öğrencinin fen okur-yazarlık beceri puanları bireysel değişkenler (cinsiyet, okul öncesi eğitime başlama yaşı) ve ailelerine ait değişkenler (anne eğitim düzeyi, baba eğitim düzeyi) tek yönlü ANOVA testi ile analiz edilmiştir. Bulgular 2-3 ve 4 yaşlarında okul öncesi eğitime başlayan çocukların PISA fen okur-yazarlık becerilerine ait puanlarının 5-6 yaşlarında ve 1 yaşından önce okul öncesi eğitime başlayan çocuklara kıyasla daha iyi olduğunu ve anne-baba eğitim düzeyindeki artışın PISA fen okur-yazarlık beceri puanları üzerinde istatistiksel olarak anlamlı bir fark yarattığını göstermektedir. Çalışma sonuçları, her bir gösterge bazında, Türkiye’de okul öncesi eğitim sisteminin vizyonunun geliştirilmesine yardımcı olabilecek öneriler sunmaktadır.
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