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EDUCATION IN TURKEY
Table of content
TABLE OF CONTENT........................................................................................................2
INTRODUCTION ................................................................................................................3
Need Analysis......................................................................................................................15
REFERENCES ...................................................................................................................24
Astronomy Education 3
INTRODUCTION
When I was a child and glancing at everywhere with a big curiosity, the things that my
father was telling me whetted my appetite to know and shifted my interest from small
observable things in life to bigger ones which I did not notice or think before. The black
holes, bending and expansion of space, stars, movements of sun, moon, traveling in time were
some of the things that I listened from my father and made me feel sometimes terrific or
sometimes admiration for beauty. Because of many other things like that I always wanted to
be a physics teacher. I wanted to know physics and I wanted to teach it also (hence, I did not
choose any other department). However, I learned in university that the things awaked my
interest were not just physics, but mostly astronomy. I think that most of the students who
came to physics department as very willingly are probably like me, they are influenced by
astronomy topics.
astronomy topics. Only by elective courses, one can learn about those. Yes, maybe being of a
separate science branch of astronomy become a reason of not providing astronomy must
courses to physics and physics education students. But for especially physics teachers
educated here would strongly feel the need of that field knowledge when they face with the
duty of curiosity and interest awaking of students on science. Tunca (2002) also makes
emphasis on that aspect of astronomy by saying that many developed countries use astronomy
and space sciences in an effective way for making students love and direct on sciences.
We know that astronomy was the first developed science and then, other sciences were
born in time. Percy (1998 as cited in Kahraman, 2006) says astronomy progresses physics and
other sciences and, it increases the curiosity, imagination and sense of exploration and
discovery.
Astronomy Education 4
Astronomy is not only important due to its role of being pioneer of other sciences, but
also important for its effects on the international race between countries of going fore of
others. We know that the most developed countries of today’s world are the ones who are the
best in astronomy studies. And, they were always in a great rivalry especially in astronomy
should be very vital subjects of our developing country. There were many various kinds of
astronomy education in the world. In the past also, our astronomy education was different and
may be better than today. Nowadays, a new curriculum is being developed by researchers and
academicians for high schools physics and there were studies and good intentions about
astronomy education inside it. Because of being a physics teacher of very near future, I
wanted to know these studies and developments and also fill my gap of deflated interest on
astronomy.
The questions I wanted to get answers after my research are like that:
4-What are the new developments and studies about astronomy education in Turkey?
5-What suggestions can be done and what are implications of that research?
I also wrote my ideas appeared after this research in the last part.
In the book Evren Nasıl Oluştu(2007), Kırbıyık and his group told the history of
astronomical developments. According to the book the first astronomy education of Turks
was started by scientist Fettullah who came to Kastamonu from Semerkand. He taught not
Astronomy Education 5
only astronomy but also geometry. After that, one of the famous astronomer, Ali Kuşçu came
In 1577 an observatory which was the biggest one in Islam world was built by the
command of Ottoman sultan, III. Murad. The planner and adviser of this development was
Takiyeddin who came to Istanbul from Egypt. This big observatory contained a good library,
an observation well and a tower and very important detailed maps. It was thought that there
were administrative personnel and about 15 scientists working. However, it is a pity that this
important observatory was ruined in 1580. The reason of this misfortune was the bigotry of
some people of those times (Kırbıyık, et.all., 2007; Tunca, 2002). In the engineering schools,
which were opened in 1760 and 1795, astronomy lessons were taught. (Kırbıyık, 2007b)
Congress in Middle East Technical University in 2002, the history of astronomy education in
- In 1845, a big telescope of 5 meters long and 1meter of diameter was brought to
Harbiye School with educational-military aims. However, both the telescope and its
- In 1900, Astronomy lectures called as “hayat” were given in the sciences department
- In 1930’s, after İstanbul University was founded, the first staffed astronom Nüzhet
and Ege Universities and graduates of these department taught astronomy at high
schools.
- Until 1937 the astronomy information were given as separate courses such as
- After 1937, astronomy lectures were given under mathematics lessons as a few weeks
- Prof. Dr. Nüzhet Gökdoğan explained that because of the excuse that astronomy
subjects were not asked in the ripeness examinations, teachers taught mathematics at
the assigned times for astronomy. Therefore, in time astronomy subjects were taken
- After 1974, astronomy was no longer taught as compulsory and taught as only
elective lesson up to today. Tunca asserts that a very few times astronomy elective
lesson was opened and what is more the explained reasons of this situation were being
nonexistence of astronomy books and teachers and the situation that astronomy subjects are
not included in the university entrance exam (UEE). But, Tunca also says that there is an
astronomy book written by Turkish astronomy professors for Turkish High Schools and there
are many graduates of three astronomy departments in Turk Universities. Hence, the first two
claimed obstacles are not realistic. The only and important obstacle in astronomy education in
Turkey is that its being of not included in university entrance exam. A solution proposal of
Tunca is that making at least two hours of astronomy and space sciences lesson compulsory
for high schools, he also claims that by this way, students who learned that information in an
adequate level would grasp the other basic science subjects in an easier way. As a student of
past, and from my own experiences I also think in the same way of Tunca. Astronomy would
Astronomy Education 7
especially help for physics and mathematics because of both its motivational-attractiveness
Another point that Tunca (2002) asserts for solution proposal is that the providing
employment fields for astronomy graduates. He mentions that alternatively these graduates
Kahraman (2006) prepared a table that shows the comparison of Turkey and other
Table .Summary of Comparison of the National Science and Education Standards of Various
Countries (NSESVC) with the National Science Curriculum of Turkey with Respect to
Astronomy Objectives (Kahraman, 2006)
• The position of the Earth in solar system • Investigation of the space (formation of
• Identification of the solar system; Moon, eight the Sun, its layer and structural
other planets, and their moons, and smaller characteristics; motion of the objects in
objects (asteroids, and comets) the solar system, hypothetical ideas
• The Sun as a central and largest body in of formation of the universal, space
the solar system science, new innovation in space
• Regular and predicable motion of the technologies, and space pollution)
objects in the solar system • Galaxies
• Motion results; the day, the year, phases • Stars (The Sun, formation of the star,
5-8
of the Moon, and eclipses layer of the star and its structural
• Gravity as a force characteristics, motion of the star; solar
• The role gravity force in the solar system system, planets, and their moons;
• The role of gravity on the Earth lunar and Sun eclipses)
• Explaining the phenomena of the tides by • Comets, Asteroids, and Meteors
gravity • Staring at the space
• The Sun as a source of energy that effects on • Formation of the universal
the Earth’s surface e.g. plants, ground, ocean • Space technology; spacecraft, artificial
current, and water cycle satellites, and space station
• Seasons result from variations in the • Space investigation; first step on the
amount of The Sun’s energy hitting the Moon, live on the Moon, and space
surface; the tilt of the Earth’s rotation pollution
on its axis; the length of the day
Nebular cloud of dust and forming of
the universal
• Evolution of the Earth
• The origin of the universe
• The bing-bang theory
• Expanding of the universe
• History of universe matter Not included
• Trillions of stars, billions of galaxies,
and theirs borne
9-12 • Visible mass in the universe
• Stars energy from nuclear reaction,
structure of the stars
• Fusion of hydrogen to form helium
America is the front coming country which gives biggest importance on astronomy education.
In the past they had a project called “Project Star” in which the sciences are taught in the basis
of astronomy.
Astronomy Education 9
Each states of America develop their own curriculum but a directive national report
called as “sequenced benchmarks for k–8 science” is prepared by a group of researches. For
science content of grades from kindergarten to 8 include these astronomy topics as a chapter:
11. Water in the Earth System (from web address, ref. 3).
Alberta-Canada
Alberta is a state of Canada. At that state, the science curriculum of grade 9 has a
6. Life-support Technologies
New-Zealand
study of planet Earth and beyond, students will use their developing scientific knowledge,
1. investigate the composition of planet Earth and gain an understanding of the processes
2. investigate the geological history of planet Earth and understand that our planet has a
3. investigate and understand relationships between planet Earth and its solar system,
4. investigate how people's decisions and activities change planet Earth's physical
environment, and develop a responsibility for the guardianship of planet Earth and its
resources.
For level 2 students can use their ideas to investigate major objects in our solar system
and very noticeable environmental patterns associated with these objects, e.g., Moon, Sun,
For level 3 students can locate and use information obtained from space exploration to
clarify, challenge, and extend their ideas about the general nature and behaviour of the Earth,
its moon, and the other planets in our solar system, e.g., Moon missions, satellites, space
stations.
For level 4 students can (a) use simple technological devices to observe and describe
our night sky, e.g., binoculars, simple star maps; (b) investigate and use models which explain
the changing spatial relationships of the Earth, its moon, and the Sun, and the way different
cultures have used these patterns to describe and measure time, and position, e.g., phases of
For level 5 students can (a) use simple technological devices, such as telescopes and
simple star maps, to observe and describe changing patterns in our night sky, e.g., position of
Astronomy Education 11
the Moon, orientation of the Southern Cross; (b) use information obtained from technological
devices, such as radio telescopes and satellites, to clarify, challenge, and extend their ideas
about the general characteristics of some near and far space objects.e.g., structure, size,
surface landscape, climate; the Sun and other stars, Earth's moon, planets, comets, meteors,
For level 6 students can use information from a range of sources, including their own
observation, to explain spatial relationships of objects in the night sky and the challenge such
spatial relationships present to space exploration, e.g., distance between and changing
For level 7 students can examine evidence from a variety of detectors to reach
For level 8 students can research and present a report on a current astronomical event or
discovery. It is also noted that Earth science features of local and national significance should
Germany
optics of telescopes, seasons and in some states of Germany, a chapter called Space Science in
the physics lessons for 8-12 lessons. Moreover, in some states also there are elective
Argentina
Astronomy Education 12
The interesting thing that Argentina applies in astronomy education different form
other countries is that students attend the conferences about astronomy while they are visiting
observatories. But, their overall astronomy content is insufficient. (İbanoğlu & Tunca, 1991).
TURKEY
New Curriculum
this year. But up to now, only 9th grade curriculum is finished and the included topics are
listed in the related web site. Assist. Prof. Dr. Ali Eryılmaz from METU Education faculty is
working in the same group. I had talked him about the new curriculum at the beginning of the
semester and asked if they are thinking to include astronomy topics inside it. He replied as
positively and advised me to follow their web site. According to the list of topics included in
Solar System, Universe (Seasons, the Sun and the Moon, Eclipse , Ebb and Flow, Astronomic
The new science and technology lesson curriculum was developed for elementary
1.3. Geçmişte, insanların Dünya’nın şekliyle ilgili çeşitli görüşlere sahip olduklarının
farkına varır
1.2 Geçmişte insanların, Dünya, Güneş ve Ay’ın şekliyle ilgili çeşitli görüşler ileri
1.4 Güneş, Dünya ve Ay’ı bir arada temsil eden kendine özgü bir model oluşturur ve sunar
1.6 Güneş’in Dünya’ya göre, Ay’dan daha uzak olduğu sonucunu çıkarır .
2.2.Dünya’nın kendi etrafında bir tam dönüşünü tamamladığı sürenin, bir gün olarak kabul
2.5.Dünya’nın kendi etrafında dönerken aynı zamanda Güneş etrafında da dolandığını ifade
eder.
Dünya’nın Güneş etrafında bir tam dolanımını tamamladığı sürenin, bir yıl olarak kabul
edildiğini belirtir.
3.1.Ay’ın kendi etrafında dönerken aynı zamanda da Dünya etrafında dolandığını ifade
eder.
3.2.Dünya ve Ay’ın hareketlerini gösteren kendine özgü bir model oluşturur ve sunar
Astronomy Education 14
3.5.Gözlemlerine dayanarak Ay’ın evrelerinin düzenli olarak tekrar eden bir doğa olayı
3.2. Işık kaynağının, cismin veya ekranın yeri değiştirildiğinde; cismin gölgesinin
3.5. İki veya daha fazla ışık kaynağı olan bir ortamda, bir cismin birden fazla gölgesinin
4.2. Güneş saati modeli tasarlarken izlediği yolun bir teknolojik tasarım süreci olduğunu
fark eder .
4.3. Bir çubuğun gölge boyunu, günün farklı zamanlarında doğrulukla ölçer.
5.1. Güneş ve Ay tutulmasının ışıkla ilgili bir olay olduğu fark eder.
Need Analysis
Again in his study, Kahraman (2006) applied a questionnaire to 3313 students of elementary
and high schools in order to see the need of Turkey’s astronomy education.
According to the responses of students it is found that for elementary school students simpler
and concrete astronomy topics are more popular. Percentages of the preferred astronomy
TOPICS % OF TOPICS % OF
STUDENTS STUDENTS
PREFER THE PREFER THE
TOPIC TOPIC
T.1 Light & Shadow T.8. The concept
(Ex. The behaviour of light. 63.8 of time and 60.9
Forms of shadows) calendars
T.2 Mass gravity force of it T.9.Telescopes,
on the objects (Ex.Gravity 68.1 satellites and their 73.9
force and Tides) usages
T.3 The motion of the sun T.10.Space
and the planets (Ex. The 85.4 studies 75.7
orbit of the Planets and their (Ex. Apollo.
features) Hubble)
T.4 The effects of the Sun T.11.Stars and
on the life on Earth huge celestial
(Ex. The importance of the bodies
Sun as an energy source and 73.5 (Ex. Nebulas, 81.2
its galaxies)
effects on the ecology
systems on Earth)
T.5.The motion of the Earth T.12.Form of the
in a day and around the Sun Universe and its
Astronomy Education 16
For elementary school level, Kahraman concluded that “there is a need to increase the interest
level of these students in more abstract subjects such as history of astronomy, light and
Kahraman also asked the students with open-ended questions if there are any other topics they
want to learn and which are not mentioned in the questionnaire part. Table 3 show the topics
Table.3 Astronomy Subjects Added by the Elementary School Students (Kahraman, 2006).
Astronouts Who the astronauts are / Preparations of the astronauts before going
to the space / Life of the astronauts in the space / Duties and jobs of
astronauts in the space / Properties of astronauts’ clothes / Criteria
needed to be an astronaut / The way of nourishment of the astronauts
in the space
The Moon How the Moon appears at nights / Whether it rotates / How it exists /
Why the Moon’s appearance changes in a month / Reasons for lunar
eclipse / Whether there is a gravity force on the Moon / Whether
there are any life forms on the Moon / How people can travel from
the Earth to the Moon / Effects of the Moon on the Earth / Reason of
the brightness of the Moon / Characteristics of the soil on the Moon
The Earth How the Earth exists / How and why the Earth rotates and why it is
spherical / Why we do not feel the rotation of the Earth / How the
appearance of the Earth looks like in the space / The distance
Astronomy Education 17
between the Earth and the other planets / What relationships there are
between the Earth and the other planets / How great the gravity of the
Earth is / The layers of the Earth and their properties / Whether there
is a planet bigger than the Earth / The importance of the Earth in the
universe / What kind of objects rotate around the Earth / The
evolution process of the Earth
Universe What the universe is / How the universe took its shape / What the
boundaries of the universe are / Whether there are any life forms in
the universe / The way of living in the universe better / How many
planets and stars there are in the universe / How the directions are
determined in the universe / What the size and temperature of the
universe are / How the universe expands / The structure of the
universe
Other Formation of the planets / Information about the planets / Life forms in the
Planets planets / Relationships between the planets and their satellites / Probability of
traveling among planets / Weight of the planets / Unusual events in the planets
/ Size of the planets and distance among them / Comparison of the Earth to the
planets
Sky Formation of the sky / Prediction and comprehension of the sky objects’
motion / Why sky is blue / How the sky hangs on the air
The Sun Formation of the Sun / Distance between the Sun and the Earth / Properties of
the planets in the solar system / Formation of the solar system / Reasons for the
solar eclipse / Effects of the Sun in the universe / Bigger stars than the Sun /
Solar energy / Reason for the rise of the Sun and sunset / The layers of the Sun
and properties of each layer / The reason why the Sun warm the Earth but the
Moon does not / Types of the beams in the Sun / Reasons why the Sun does
not slide like the other stars
Mars Properties of the Mars / Life forms on the Mars / Whether there is water on the
Mars / The way to travel to the Mars
Space What the space is, its shape, its size and its limit / What the space ship is and
how it can be produced / For what space ships are used and which materials are
used in the space ships / Kinds of space ships launched in the space / Space
stations / Information about space clothes / Formation of the space / who the
first person in the space was / Life of the astronauts in the space / How the
space ships can come back the Earth / How a person can go out in the space /
Information about space travel / Why space ships reveal the some of
their parts when they launch and why some of them break into pieces in the air
/ Reason for lack of the gravity in the space / How a person and animals live in
the space / How the astronauts move in the space/ What kinds of materials and
devices are used in the space / Whether there is an UFO in the space / Space
Astronomy Education 18
Stars Stars and its properties / Existence of the stars and their lifetime / Whether all
stars are hot / How they turn into black holes / How they shine / Information
about star systems / Why stars appear at night / How they hang on the air /
What the shapes of the stars look like /
Evolution of the stars / What a comet is and its properties
Others Other solar systems / What the bing bang is / What a meteorite is and how it is
formed / What the invisible light in the Earth is / How a day, a moth, and a
year are originated / What light year is / What a black hole is and how it is
formed / Global warming and its reasons / What the mass attraction force is /
Milky way and its properties
Moreover, about the methods that elementary school students prefer to be taught astronomy
topics by, study showed that experimentation and observations are the popular ones among
other methods. In other words, students want to learn astronomy by being active and in a
The results are a bit different for high school students. Percentages of the preferred astronomy
TOPICS % OF TOPICS % OF
STUDENTS STUDENTS
PREFER THE PREFER THE
TOPIC TOPIC
T.1 Light & Shadow T.8. The concept
(Ex. The behaviour of light. 44.2 of time and 55.4
Forms of shadows) calendars
T.2 Mass gravity force of it T.9.Telescopes,
on the objects (Ex.Gravity 54.1 satellites and their 73.8
force and Tides) usages
T.3 The motion of the sun T.10.Space
and the planets (Ex. The 77.0 studies 82.4
orbit of the Planets and their (Ex. Apollo.
features) Hubble)
T.4 The effects of the Sun T.11.Stars and
on the life on Earth huge celestial
(Ex. The importance of the bodies
Astronomy Education 19
By these responses Kahraman concluded that high school students also prefer topics which
Extra topics that high students want to learn are shown in Table 3.
Table.3 Astronomy Subjects Added by the Secondary School Students (Kahraman, 2006).
Astronouts Criteria for being an astronaut / Tasks and duties of the astronauts /
Education period of astronauts / Interesting experiences of astronauts /
Daily life of astronauts in the space (nourishment, basic needs etc.) /
Whether there is an astronomy school for this job in Turkey
The Earth Formulation of the Earth / Theories related with the end of the Earth
The Sun Effects of the Sun on other planets in the solar system / The amount of
the solar energy and the time of its coming to an end
Space Space ships and their properties / Space ships’ technology / Artificial
satellites and principle working of them / Areas to use them and
benefits of them to the nations / Steps of going to the space / Whether
there are any life forms in the space / Whether there is a UFO in the
space / Theories about the UFOs / The reason why the gravity force is
low in the space
Stars Formulation of the stars / Way of measuring distance of the stars from
the Earth / Comets and their properties
Others Formulation of the stars / Way of measuring distance of the stars from
the Earth / Comets and their properties
Moreover, majority of high school students answered the question of which method of
instruction would be more necessary to learn astronomy subjects better as making connections
with daily life experiences. Also, students want the usage of visual materials and technologies
in the course and want to be educated by qualified teachers. These are important needs of the
For the see the opinions of teachers about the astronomy education, in the same study
110 science – physics teachers were involved. The significant things they said are the topics
of “the effects of the Sun on the life on earth” and “the motion of the Earth in a day and
around the Sun” are the most necessary ones to be included in an astronomy course.
-The relationships of the Sun, the Earth and the Moon with each other
-Effect of the Sun on life on the Earth are appropriate for grades of primary school.
Astronomy Education 21
-Space studies
-Relativity
In 1990, a commission composed of three scientist who are Cemal Aydın, Osman
Demircan and Halil Kırbıyık ( Demircan, 1991) prepared a report about the astronomy
- In grades 5 and 6 there should be asn minimum of two hours of astronomy as a separate
lesson.
courses.
- Renewal of astronomy topics in the science lessons in elementary school should be done.
The topic that commission wanted to include in the astronomy curriculum were like that:
Astronomy Education 22
- Astronomy tools
- Solar system
- Stars
- Space studies.
We can see from the results of need analysis for Turkish astronomy education that
percentages of students preferred the astronomy topics are above % 60 for each one of the
topics. These are very high ratios and imply that Turkish students have positive attitudes
towards astronomy learning. Moreover, it is found again from the same analysis that students
want to learn many other additional topics about astronomy. But when we compare the
percentages of high school and elementary schools preferred topics, it is clear that percentages
of elementary school students are considerably higher than of high school students. Therefore,
we can say that interest in astronomy topics has a tendency to decrease as grade of students
increase. Hence, this implies that astronomy education should be plausible to be integrated in
earlier grades. That; a modern and concentrated astronomy education in all grades starting
from primary school, is also what Koçer (1991) asserted as solution proposal to make our
facilities of astronomy real. However, beside these, all ratios are still high for both levels. To
develop an astronomy program integrated in all levels of education before university and to
In the study of Kahraman some number of elementary school students suggested that
“there must be private rooms which are used for astronomy activities in the school”. I think
Astronomy Education 23
this is a very fascinating idea of students and may be the starting point of building small
observatories in schools.
Vanichai (2003) a scientist from Thailand mentioned about the need of science teachers
training about astronomy. He said that in Thailand “training programs in short period of
upgrade school teachers are frequently arranged in many universities” (p.33). Moreover,
about the astronomy books he asserted that due to the need of following observations and
book in consequence. Vanichai also said that for usage of multimedia computer-assisted
instruction programs about earth and star a project is being done with educational technology
department in Burapha University. What is more and very attractive he said is I think that the
private observatories and star camping which are arranged frequently by amateur astronomers
can help to observe the real sky. I think those activities can be appropriately done in our
country, Turkey. Vanichai said that while students follow astronomy, guidance from real
experts is requisite for real improvement. Low price small telescopes are also useful for
awaking interest of students in astronomy. I think that all proposals that Vanichai made are
The most important implication of this report is that like many other countries Turkey
should also include astronomy topics as wide as they did, and also in a meaningful
educational manner. It is obvious that the collaborative work of astronomers and educators is
REFERENCES
1. Adams, P. J., & Stater, F. T. (2000). Astronomy in the National Science Education
Studies,http://www.learning.gov.ab.ca/k_12/curriculum/bySubject/default.asp#ecs,
4. Aslan, Z., Aydın, C., Demircan, O., Kırbıyık, H., Derman, E. (1996). Astronomi ve
Turkish Elementary And Secondary Schools. Unpublished Master Thesis, Middle East
Technical University.
7. Kendall, S. J., DeFrees, L. K., & Richardson, A. (2003). Sequenced benchmarks for
8. Kırbıyık, H., Kızıloğlu, Ü., Kızıloğlu, N., Civelek, F. R., & Beklen, E. (2007). Evren
10. Koçer, D. (1991). The speech text of head master of İstanbul University Observatory
2007.
Pasific Region , Bulletin no: 20, November, 2003. Web address. Retrived in June 6,