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Textbook Name: Std- 12 Geography (Bhugol) Textbook
Language:
Class: Standard - 12
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
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All schools throughout the country must use the same curricula, which are developed and implemented by the National Ministry of Education (Ayas, et al, 1993). Teachers, students, parents and all participants of education have groused about the science education in Turkey since 1924. A lot of science education program was developed and applied by Turkish National Education Ministry.
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All programs are tried to apply with a great excitement, but, unfortunately, science education problem was not solved completely. There was no “separate” science course in elementary school programs from 1924 up to 1974. The science subjects were included to some degree in “Knowledge of Life” lesson in a heterogeneous form. Only after 1974 science courses became separate and given some importance. The Indicators in Turkish Science and Technology Education The concrete indicator of science achievement is national and international central exam results.
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The average of science lesson questions answered correctly by the students was 4.79 questions from 25 science questions in “The Secondary Education Entrance Exam” called OKS in 2005. Out of 786,284 students in 2005 65,076 students scored zero in this exam. This means almost 8% of students have no idea about questions. Also in the same year there were 57,163 students scoring zero in “The University Entrance Exam” called ÖSS.
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The average of correctly answered science questions was 3.9 out of 45 questions. International Association for the Evaluation of Educational Achievement (IEA) is an institute making international evaluation and assessment for countries. Thirty eight countries joined the Third International Mathematics and Science Study (TIMSS-R, 1999) in 1999. Turkey had lower scores in the science section and ranked 33rd among the 38 participating countries (Kılıç, 2002). All of the parameters above verify low achievement of Turkish science education program.
