Yurdagul Bogar

This paper discusses the significance of school curricula in reflecting societal priorities and needs, focusing on the incorporation of computational thinking (CT) in Nordic national curricula. Our point of departure is that the preparedness of future generations for a digitally driven society can be determined by analysing how CT is either explicitly or implicitly framed in school curricula. Accordingly, this study examined the school curricula of Denmark, Finland, and Norway in terms of their similarities and differences in how they framed CT, as these countries have different approaches to the inclusion of CT. A framework for analysis that was grounded in influential works on CT in education was developed, focusing on problem-solving, algorithmic and transversal practices. National-level curricula were examined using a content analysis. Despite the differences in the approaches used in these countries, our findings indicate similarities across all three curricula, with an emphasis on how CT was framed.

Eğitimcinin STEM Öğrenme Yolculuğu Fen Bilgisi Eğitimi Değerli okuyucular, Öğrenmenin yaşam boyu devam eden uzun bir yolculuk olduğuna inanan yazarlarımız, “Eğitimcinin STEM Öğrenme Yolculuğu” kitabı ile öğretmen adaylarını, öğretmenleri, yöneticileri ve akademisyenleri STEM eğitimine güncel ve yenilikçi bir bakış

A great many research was done by researchers in order to find out which educational technique is more efficient and what environmental conditions and circumstances are needed for science courses to be more effective and fruitful for students. As a result of such research, it has been observed that teaching methods and techniques for science teaching were being revised in the social context in recent years. In this context, argumentation in science teaching is a very significant method since it broadens visions of students, enables them to understand the nature of science and configure and develop the concepts of science. Therefore, the purpose of this study was to review national and international studies on scientific argumentation in education. The results of the studies revealed that scientific argumentation-based teaching could lead to positive outcomes for students in various topics such as gaining high level thinking skills, improving conceptual understanding, understanding the nature of science, developing positive attitude towards science, improving suitable proficiency for science education, increasing academic achievement, and improving research skills on scientific epistemology.