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EĞİTİMDE KANIT SORUNU

EVIDENCE ISSUE IN EDUCATION

Journal Name:

  • Eğitim ve Toplum Araştırmaları Dergisi

Publication Year:

  • 2016

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Producing scientific evidence which is essential for quality educational practice and policy and reflecting them on practice is contradictive issue in education community and it has gained currency. This research aims to present integrative perspective for phenomenon of “evidence in education” which aims revealing evidence based approach in this context. It has been expected, knowledge which identified as evidence should contain results which are certain, unbiased, relatively indepented of context and proportionately generalizable about new curriculum beyond an indicator about the result of practices and policies for practitioners and policy makers. In addition to this, discussion about gap between research and practice in education which arise with the idea of “teaching as a research based profession” has seen evidence based approach as a main solution for strengthening the relationship between educational research and practice and for closing the gap. In this literature review research, it has been reached, despite of some limitedness of the model, and also on the edge of it has an important role for strengthening relation between research and practice, changing of debates from theory to practice and brokerage agencies like WWC and EPPI have become more important.
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Abstract (Original Language): 
Nitelikli eğitim uygulamaları ve politikaları için gerekli olan bilimsel kanıtların yeteri düzeyde üretilip uygulamaya yansıtılması konusu eğitim camiasının üzerinde en çok tartıştığı konular arasında yer almakta ve önemli bir sorun alanı olarak giderek daha fazla güncellik kazanmaktadır. Kanıt temelli yaklaşımı bu bağlamda ortaya koymaya çalışan bu araştırma, “eğitimde kanıt” olgusunu bütüncül bir bakış açısı ile incelemeyi amaçlamaktadır. “Kanıt” olarak tanımlanan bilginin; uygulayıcılar ve politika yapıcılar için uygulama ve politika sonuçlarına dair bir gösterge olmanın ötesinde, uygulanacak yeni eğitim programlarına dair kesin, tarafsız, bağlamdan nispeten arınık ve belirli bir dereceye kadar genellenebilir bir dizi sonucu da içermesi beklenmektedir. Bununla birlikte öğretmenlik mesleğine dair araştırma temelli yaklaşım düşüncesi ile ortaya çıkan “eğitimde araştırma ve uygulama açığı” tartışmaları eğitimde araştırma ve uygulama ilişkisinin güçlendirmesinde ve bu açığın giderilmesinde kanıt temelli yaklaşımı temel çözüm yolu olarak görmektedir. Literatür incelemesi yöntemindeki bu araştırmada kanıt temelli uygulama ve politika geliştirme modelinin bir takım sınırlılıklarına rağmen araştırma uygulama ilişkisinin güçlendirilmesinde önemli bir rol üstlendiği, bu eksendeki tartışmaların kuramsal boyuttan uygulama boyutuna evirildiği ve WWC ve EPPI gibi sistematik inceleme merkezlerinin bu süreçte giderek daha fazla önem kazandığı bulgularına erişilmiştir.
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