{"id":17726,"date":"2023-12-11T19:00:00","date_gmt":"2023-12-11T16:00:00","guid":{"rendered":"https:\/\/millidusunce.com\/misak\/?p=17726&preview=true&preview_id=17726"},"modified":"2023-12-12T22:07:01","modified_gmt":"2023-12-12T19:07:01","slug":"pisa-2022","status":"publish","type":"post","link":"https:\/\/millidusunce.com\/misak\/pisa-2022\/","title":{"rendered":"PISA 2022"},"content":{"rendered":"

Uluslararas\u0131 \u00d6\u011frenci De\u011ferlendirme Program\u0131 olan \u00a0PISA<\/strong>, \u00a01985-1990 y\u0131llar\u0131 aras\u0131nda Paris\u2019te \u201cPlanlama M\u00fc\u015faviri\u201d<\/em> olarak g\u00f6rev yapt\u0131\u011f\u0131m Ekonomik \u0130\u015fbirli\u011fi ve Kalk\u0131nma \u00d6rg\u00fct\u00fc (OECD) taraf\u0131ndan \u00fc\u00e7er y\u0131ll\u0131k d\u00f6nemlerde 15 ya\u015f grubundaki \u00f6\u011frencilerin kazanm\u0131\u015f olduklar\u0131 bilgi ve becerileri de\u011ferlendiren\u00a0 bir ara\u015ft\u0131rmad\u0131r. \u00a0PISA\u2019da \u00f6\u011frencilerin; \u201cfen bilimleri\u201d, \u201cokuma-yazma\u201d <\/strong><\/em>(okur yazarl\u0131k) \u00a0<\/em><\/strong>ve \u201cmatematik\u201d<\/strong> <\/em>\u00a0\u00a0alanlar\u0131ndaki bilgi ve becerileri \u00f6l\u00e7\u00fcl\u00fcr. PISA 3 y\u0131ll\u0131k\u00a0 d\u00f6ng\u00fcye sahiptir. Ancak COV\u0130D-19 salg\u0131n\u0131 sebebiyle\u00a0 PISA 2021, 2022’ye ertelenmi\u015ftir. 26 Temmuz – 16 Eyl\u00fcl 2022 tarihleri \u200b\u200baras\u0131nda ger\u00e7ekle\u015fen\u00a0 PISA 2022’ye 85 \u00fclke kat\u0131lm\u0131\u015ft\u0131r.<\/strong> PISA\u2019da \u00fc\u00e7 temel g\u00f6sterge esas al\u0131nmaktad\u0131r. Bunlar; \u00f6\u011frencilerin bilgi ve becerilerinin profilini ortaya \u00e7\u0131karan g\u00f6stergeler, \u00f6\u011frencilerin becerilerinin PISA\u2019da anketler arac\u0131l\u0131\u011f\u0131yla toplanan de\u011fi\u015fkenlerle ili\u015fkisinin nas\u0131l oldu\u011funa y\u00f6nelik \u00a0g\u00f6stergeler ve \u00f6\u011frenciler aras\u0131 ili\u015fkiler ile okullar aras\u0131 ili\u015fkilere y\u00f6nelik g\u00f6stergelerdir.\u00a0<\/strong><\/p>\n

T\u00fcrkiye PISA ara\u015ft\u0131rmas\u0131na, 2003 y\u0131l\u0131ndan bu yana kat\u0131lmaktad\u0131r<\/strong>. PISA ara\u015ft\u0131rmalar\u0131na kat\u0131lan \u00fclke say\u0131s\u0131 artmaktad\u0131r. Ara\u015ft\u0131rmaya 2003 y\u0131l\u0131nda 41, 2006 y\u0131l\u0131nda 57, 2009 ve 2012 y\u0131llar\u0131nda 65, 2015 y\u0131l\u0131nda ise 72 \u00fclke kat\u0131lm\u0131\u015ft\u0131r. PISA 2018 ara\u015ft\u0131rmas\u0131na\u00a0 79 \u00fclke \u00a0i\u015ftirak etmi\u015ftir. PISA 2018 sonu\u00e7lar\u0131na g\u00f6re T\u00fcrkiye\u2019nin okuma becerileri alan\u0131ndaki ortalama puan\u0131 2015 y\u0131l\u0131na g\u00f6re 38 puanl\u0131k art\u0131\u015fla 466\u2019ya, \u00a0ortalama matematik puan\u0131 34 puanl\u0131k art\u0131\u015fla 454\u2019e, fen okuryazarl\u0131\u011f\u0131 alan\u0131ndaki ortalama puan\u0131 da \u00a02015 y\u0131l\u0131na g\u00f6re 43 puanl\u0131k art\u0131\u015fla 468\u2019e y\u00fckselmi\u015ftir. T\u00fcrkiye, okuma becerileri alan\u0131nda okullar aras\u0131ndaki fark\u0131n en y\u00fcksek oldu\u011fu 10 \u00fclkeden biridir.<\/strong> Okul i\u00e7i performans farklar\u0131 a\u00e7\u0131s\u0131ndan ise OECD ortalamas\u0131 alt\u0131nda yer almaktad\u0131r. Bu sebeple \u00a0T\u00fcrkiye\u2019de \u00f6\u011frencilerin performans seviyeleri okullar aras\u0131nda\u00a0 de\u011fi\u015fim g\u00f6stermekte<\/strong> olup, \u00a0okullar\u0131n i\u00e7indeki de\u011fi\u015fimler s\u0131n\u0131rl\u0131 kalmaktad\u0131r.\u00a0PISA\u2019da zorunlu e\u011fitimin sonunda \u00f6rg\u00fcn e\u011fitime devam eden 15 ya\u015f grubundaki \u00f6\u011frencilerin; matematik okuryazarl\u0131\u011f\u0131, fen okuryazarl\u0131\u011f\u0131 ve okuma becerileri konu alanlar\u0131n\u0131n d\u0131\u015f\u0131nda, \u00f6\u011frencilerin motivasyonlar\u0131, kendileri hakk\u0131ndaki g\u00f6r\u00fc\u015fleri, \u00f6\u011frenme bi\u00e7imleri, okul ortamlar\u0131 ve aileleri ile ilgili veriler de elde edilmektedir. PISA ara\u015ft\u0131rmas\u0131nda kullan\u0131lan \u201cokuryazarl\u0131k\u201d<\/em><\/strong> kavram\u0131, \u00f6\u011frencinin bilgi ve potansiyelini geli\u015ftirip, topluma daha etkili bir \u015fekilde kat\u0131lmas\u0131n\u0131 ve katk\u0131da bulunmas\u0131n\u0131 sa\u011flamak i\u00e7in yaz\u0131l\u0131 kaynaklar\u0131 bulma, kullanma, kabul etme ve de\u011ferlendirmesi olarak tan\u0131mlanmaktad\u0131r.<\/p>\n

PISA 2018 ara\u015ft\u0131rmas\u0131na kat\u0131lan \u00fclke say\u0131s\u0131 PISA 2015 ara\u015ft\u0131rmas\u0131na g\u00f6re artmas\u0131na ra\u011fmen, T\u00fcrkiye her \u00fc\u00e7 alanda \u00fclke s\u0131ralamas\u0131nda daha \u00fcst s\u0131ralarda yer alm\u0131\u015ft\u0131r.<\/strong> \u00a0OECD\u2019nin PISA 2018 raporuna g\u00f6re, 2003 ile 2018 y\u0131llar\u0131 aras\u0131nda 15 ya\u015f grubu \u00f6\u011frenci say\u0131s\u0131 artt\u0131\u011f\u0131 halde her \u00fc\u00e7 alanda da iyile\u015fmenin oldu\u011fu tek \u00fclke T\u00fcrkiye\u2019dir.\u00a0\u00dcst yeterlilikte en y\u00fcksek iyile\u015fme y\u00fczde 19,2\u2019lik bir iyile\u015fme oran\u0131 ile fen okuryazarl\u0131\u011f\u0131nda ger\u00e7ekle\u015fmi\u015ftir. Her \u00fc\u00e7 alanda da \u00fcst yeterlilik art\u0131\u015f oranlar\u0131,\u00a0 T\u00fcrkiye\u2019nin PISA ara\u015ft\u0131rmalar\u0131nda iyile\u015ftirme \u00a0d\u00f6nemine \u00a0girmi\u015ftir. T\u00fcrkiye\u2019nin ortalama matematik puan\u0131 2003 y\u0131l\u0131ndan \u00a0bu yana en y\u00fcksek \u00a0seviyesine, ortalama fen puan\u0131\u00a0 2006\u2019dan bu yana en y\u00fcksek \u00a0seviyesine \u00a0ula\u015fm\u0131\u015ft\u0131r.<\/p>\n

T\u00fcrkiye PISA 2018 ara\u015ft\u0131rmas\u0131na kat\u0131lan 79 \u00fclke aras\u0131nda her \u00fc\u00e7 alanda da puanlar\u0131n\u0131 istatistiksel olarak anlaml\u0131 art\u0131ran \u00fc\u00e7 \u00fclkeden birisidir. <\/strong>\u00a0Matematik ve fen okuryazarl\u0131\u011f\u0131 alanlar\u0131nda \u00a0ise puanlar\u0131n\u0131 en \u00e7ok art\u0131ran \u00fclkedir.\u00a0\u00a0PISA’da y\u00fcksek s\u0131ralama ekonomik ba\u015far\u0131ya kar\u015f\u0131l\u0131k geldi\u011finden, ara\u015ft\u0131rmac\u0131lar PISA’n\u0131n okul sistemlerinin \u00f6\u011frencileri 21. y\u00fczy\u0131l\u0131n k\u00fcresel bilgi ekonomisine haz\u0131rlay\u0131p haz\u0131rlamad\u0131\u011f\u0131n\u0131n g\u00f6stergelerinden biri oldu\u011fu sonucuna varm\u0131\u015flard\u0131r. OECD, d\u00fcnya \u00e7ap\u0131ndaki e\u011fitim sistemlerinde her \u00fc\u00e7 y\u0131lda bir, d\u00fcnya ekonomilerinin y\u00fczde 90’\u0131n\u0131 olu\u015fturan\u00a0 \u00fclkelerde 15 ya\u015f\u0131ndakilerin matematik, fen bilimleri ve okuma-yazma alanlar\u0131ndaki ele\u015ftirel d\u00fc\u015f\u00fcnme becerilerini test etmek i\u00e7in PISA uygulamaktad\u0131r. \u00a0PISA test sorular\u0131, ger\u00e7eklerin ezberlenmesini \u00f6l\u00e7mez ancak \u00f6\u011frencilerin ger\u00e7ek d\u00fcnyadaki\u00a0 sorun \u00e7\u00f6zme becerileri ve bilgisinden yararlanmalar\u0131n\u0131\u00a0 sa\u011flar.<\/p>\n

26 Temmuz – 16 Eyl\u00fcl 2022<\/strong> tarihleri \u200b\u200baras\u0131nda ger\u00e7ekle\u015fen\u00a0 PISA 2022’de 3 temel \u00f6\u011frenme alan\u0131 test edilmi\u015ftir. Ama\u00e7, \u00f6\u011frencilerin okulda \u00f6\u011frendikleri bilgi ve becerileri g\u00fcnl\u00fck\u00a0 hayatta kullanma becerisini \u00f6l\u00e7mektir. Ayr\u0131ca onlar\u0131n \u00f6\u011frenme isteklerini, derslerdeki performanslar\u0131n\u0131 ve \u00f6\u011frenme ortamlar\u0131 ile ilgili tercihlerini\u00a0 belirleyerek ortaya koymakt\u0131r. PISA 2022 sonu\u00e7lar\u0131na g\u00f6re,\u00a0 salg\u0131n d\u00f6neminde kapanmalar\u0131n da etkisiyle \u00a0matematik ve okuma-yazma alan\u0131nda gerileme olmu\u015ftur.<\/p>\n

T\u00fcrkiye’de Nisan-May\u0131s 2022 tarihlerinde 60 ilden 196 okulda ve 7 bin 250 \u00f6\u011frenci PISA ara\u015ft\u0131rmas\u0131na kat\u0131lm\u0131\u015ft\u0131r.\u00a0 Ara\u015ft\u0131rmaya\u00a0 devlet ve de \u00f6zel okullar kat\u0131lmas\u0131na ra\u011fmen Milli E\u011fitim Bakanl\u0131\u011f\u0131\u00a0 okullar\u0131n ka\u00e7\u0131n\u0131n \u00f6zel, ka\u00e7\u0131n\u0131n devlet okulu oldu\u011funu a\u00e7\u0131klamam\u0131\u015ft\u0131r. \u00c7\u00fcnk\u00fc,\u00a0 PISA ara\u015ft\u0131rmas\u0131na kat\u0131lacak olan okul ve \u00f6\u011frencilerin se\u00e7imi OECD taraf\u0131ndan tesad\u00fcfi\u00a0 bir\u00a0 y\u00f6ntemle belirlenmektedir.<\/p>\n

PISA\u2019n\u0131n amac\u0131; \u00f6\u011frencilerin okulda \u00f6\u011frendikleri bilgi ve becerileri g\u00fcnl\u00fck \u00a0hayatta kullanma becerisini \u00f6l\u00e7mek, \u00a0gen\u00e7leri daha iyi tan\u0131mak, onlar\u0131n \u00f6\u011frenme isteklerini, derslerdeki performanslar\u0131n\u0131 ve \u00f6\u011frenme ortamlar\u0131 ile ilgili tercihlerini\u00a0 ortaya koymakt\u0131r. \u00a0\u00dcye \u00fclkelerde zorunlu e\u011fitimden sonra \u00a0\u00f6rg\u00fcn e\u011fitime devam eden 15 ya\u015f grubundaki \u00f6\u011frencilerin yukar\u0131da belirtilen alanlardaki \u00f6\u011frenci motivasyonlar\u0131, kendileriyle ilgili\u00a0 g\u00f6r\u00fc\u015fleri, okul ortamlar\u0131 ve aileleri ile ilgili veriler \u00a0derlenmektedir. Okur-yazarl\u0131k<\/strong>; \u00f6\u011frencilerin \u00a0bilgi ve potansiyelini geli\u015ftirip, topluma daha etkili bir \u015fekilde kat\u0131larak katk\u0131da bulunmas\u0131n\u0131 sa\u011flamak \u00a0amac\u0131yla yaz\u0131l\u0131 kaynaklar\u0131 bulma, kullanma, kabul etme ve onlar\u0131 de\u011ferlendirmesini kapsamaktad\u0131r.<\/p>\n

PISA ara\u015ft\u0131rmalar\u0131, \u00a0\u00a0OECD\u2019nin \u00a0 E\u011fitim\u00a0Direkt\u00f6rl\u00fc\u011f\u00fc’ne ba\u011fl\u0131\u00a0 \u201cPISA Y\u00f6netim Kurulu\u201d<\/em><\/strong> taraf\u0131ndan y\u00fcr\u00fct\u00fclmektedir. Ara\u015ft\u0131rmada kullan\u0131lan testlerin ve anketlerin geli\u015ftirilmesi, analizlerinin yap\u0131lmas\u0131, uluslararas\u0131 raporun haz\u0131rlanmas\u0131 gibi i\u015flemler, \u00a0Y\u00f6netim Kurulu g\u00f6zetiminde belirlenen konsorsiyum taraf\u0131ndan ger\u00e7ekle\u015ftirilmektedir. \u00a0OECD, d\u00fcnya \u00e7ap\u0131ndaki e\u011fitim sistemlerinde her \u00fc\u00e7 y\u0131lda bir, d\u00fcnya ekonomilerinin y\u00fczde 90’\u0131n\u0131 olu\u015fturan\u00a0 \u00fclkelerde 15 ya\u015f\u0131ndakilerin ilgili alanlardaki ele\u015ftirel d\u00fc\u015f\u00fcnme becerilerini test etmek i\u00e7in PISA uygulamaktad\u0131r. \u00a0PISA’da y\u00fcksek s\u0131ralamalar, ekonomik ba\u015far\u0131ya kar\u015f\u0131l\u0131k geldi\u011finden, ara\u015ft\u0131rmac\u0131lar PISA’n\u0131n okul sistemlerinin \u00f6\u011frencileri 21\u2019nci y\u00fczy\u0131l\u0131n k\u00fcresel bilgi ekonomisine haz\u0131rlay\u0131p haz\u0131rlamad\u0131\u011f\u0131n\u0131n g\u00f6stergelerinden biri oldu\u011fu\u00a0 i\u00e7in\u00a0 \u00f6nemlidir.<\/p>\n

ABD’li PISA ele\u015ftirmenleri, baz\u0131 eyaletlerde \u00a0dezavantajl\u0131 \u00e7ocuklar\u0131n y\u00fczdesinin daha y\u00fcksek oldu\u011funu ve bu nedenle testte di\u011fer OECD \u00fclkeleri kadar adil olamayaca\u011f\u0131 g\u00f6r\u00fc\u015f\u00fcndedirler. \u00a0OECD verileri, ABD’nin OECD ortalamas\u0131na yak\u0131n dezavantajl\u0131 \u00f6\u011frenci say\u0131s\u0131na sahip oldu\u011funu g\u00f6stermektedir. Asl\u0131nda \u00a0ABD’de sosyo-ekonomik a\u00e7\u0131dan avantajl\u0131 k\u00f6kenden gelen daha fazla \u00f6\u011frenci vard\u0131r. Bu durum, ABD’deki \u00f6\u011frencilerin ortalama OECD \u00fclkesinden daha iyi durumda oldu\u011fu anlam\u0131na gelmektedir. PISA 2022’de \u00a0matematik, ana odak noktas\u0131 olup, yarat\u0131c\u0131 d\u00fc\u015f\u00fcnme\u00a0 yenilik\u00e7i aland\u0131r. PISA 2022 anketine, de\u011ferlendirme s\u0131ras\u0131nda ya\u015flar\u0131 15 y\u0131l 3 ay ile 16 y\u0131l 2 ay aras\u0131nda de\u011fi\u015fen yakla\u015f\u0131k 6.300 \u00f6\u011frenci<\/strong> kat\u0131lm\u0131\u015ft\u0131r.<\/p>\n

Ara\u015ft\u0131rmada ortalama 1.736 puanla \u00c7in<\/strong>, ikinci s\u0131radaki Singapur’un ve \u00fc\u00e7\u00fcnc\u00fc s\u0131radaki Estonya’n\u0131n \u00f6n\u00fcnde listenin ba\u015f\u0131nda yer alm\u0131\u015ft\u0131r. ABD de\u011ferlendirilen\u00a0 OECD \u00fclkeleri i\u00e7in 1.465 olan ortalama puan\u0131n biraz \u00fczerinde, 1.485’lik toplam ortalama puanla\u00a0 22\u2019nci\u00a0 s\u0131radad\u0131r.<\/p>\n

\u00c7in’in \u00f6\u011frenci ba\u015far\u0131s\u0131na ili\u015fkin \u00f6l\u00e7\u00fcmdeki\u00a0 a\u00e7\u0131k ara hakimiyeti\u00a0\u00a0 \u015f\u00fcpheyle kar\u015f\u0131lanm\u0131\u015ft\u0131r.\u00a0 De\u011ferlendirilen di\u011fer \u00fclkelerden farkl\u0131 olarak \u00c7in’in puanlar\u0131, Pekin, \u015eanghay ve \u00c7in’in 1,4 milyar n\u00fcfusunun\u00a0 sadece 183 milyonuna ev sahipli\u011fi yapan iki kom\u015fu eyaleti Jiangsu<\/strong> ve Zhejiang’<\/strong>daki \u00f6\u011frencileri kapsamaktad\u0131r. Rapor, \u00c7in’in bu b\u00f6lgelerinin gelir \u00a0seviyesinin \u00a0OECD ortalamas\u0131n\u0131n \u00e7ok alt\u0131nda oldu\u011funu a\u00e7\u0131klamaktad\u0131r.<\/p>\n

81 \u00fclke ve b\u00f6lgede, 15 ya\u015f\u0131ndaki gen\u00e7lerin okuma, matematik ve fen seviyelerinin de\u011ferlendirildi\u011fi PISA ara\u015ft\u0131rmas\u0131nda T\u00fcrkiye matematikte 39, fende 34 ve okuma yazmada\u00a0 36. s\u0131rada yer alm\u0131\u015ft\u0131r.<\/strong><\/p>\n

PISA test sorular\u0131, ger\u00e7eklerin ezberlenmesini de\u011fil, \u00a0\u00f6\u011frencilerin ger\u00e7ek d\u00fcnyadaki \u00a0sorun \u00a0\u00e7\u00f6zme becerileri ve bilgisinden yararlanmalar\u0131n\u0131 \u00a0\u00f6l\u00e7er.<\/p>\n

ABD’li PISA ele\u015ftirmenleri, eyalette dezavantajl\u0131 \u00e7ocuklar\u0131n y\u00fczdesinin daha y\u00fcksek oldu\u011funu ve bu nedenle testte di\u011fer OECD \u00fclkeleri kadar adil olamayaca\u011f\u0131n\u0131 \u00a0a\u00e7\u0131klam\u0131\u015flard\u0131r. OECD verileri, ABD’nin asl\u0131nda OECD ortalamas\u0131na yak\u0131n dezavantajl\u0131 \u00f6\u011frenci say\u0131s\u0131na sahip oldu\u011funu g\u00f6stermektedir. Ancak ABD’de sosyo-ekonomik a\u00e7\u0131dan avantajl\u0131 k\u00f6kenden gelen daha fazla \u00f6\u011frenci vard\u0131r. Bu, ABD’deki \u00f6\u011frencilerin ortalama OECD \u00fclkesinden daha iyi durumda oldu\u011fu anlam\u0131na gelmektedir.<\/p>\n

\u00c7in’in \u00f6\u011frenci ba\u015far\u0131s\u0131na ili\u015fkin \u00a0hakimiyeti bir \u015fekilde \u015f\u00fcpheyle kar\u015f\u0131lanm\u0131\u015ft\u0131r. De\u011ferlendirilen di\u011fer \u00fclkelerden farkl\u0131 olarak \u00c7in’in puanlar\u0131, Pekin, \u015eangay ve \u00c7in’in 1,4 milyar n\u00fcfusunun \u00a0sadece \u00a0183 milyonuna ev sahipli\u011fi yapan iki kom\u015fu eyaleti Jiangsu <\/strong>ve Zhejiang’<\/strong>daki \u00f6\u011frencilere dayanm\u0131\u015ft\u0131r. Ortalama 1.736 puanla \u00c7in, ikinci s\u0131radaki Singapur ve \u00fc\u00e7\u00fcnc\u00fc s\u0131radaki Estonya’n\u0131n ard\u0131ndan listenin ba\u015f\u0131ndad\u0131r.\u00a0 Amerika Birle\u015fik Devletleri, de\u011ferlendirilen t\u00fcm OECD \u00fclkeleri i\u00e7in 1.465 olan ortalama puan\u0131n biraz \u00fczerinde, 1.485’lik toplam ortalama puanla\u00a0 22\u2019nci s\u0131radad\u0131r.<\/p>\n

T\u00fcrkiye’de Nisan-May\u0131s 2022 tarihlerinde 60 ilden 196 okulda ve 7 bin 250 \u00f6\u011frenci PISA ara\u015ft\u0131rmas\u0131na kat\u0131lm\u0131\u015ft\u0131r. \u00a0Ara\u015ft\u0131rmaya\u00a0 devlet ve de \u00f6zel okullar kat\u0131lmas\u0131na ra\u011fmen Milli E\u011fitim Bakanl\u0131\u011f\u0131\u00a0 okullar\u0131n ka\u00e7\u0131n\u0131n \u00f6zel, ka\u00e7\u0131n\u0131n devlet okulu oldu\u011funu a\u00e7\u0131klamam\u0131\u015ft\u0131r. \u00c7\u00fcnk\u00fc, \u00a0PISA ara\u015ft\u0131rmas\u0131na kat\u0131lacak\u00a0 okul ve \u00f6\u011frencilerin se\u00e7imi OECD taraf\u0131ndan tesad\u00fcfi \u00a0bir \u00a0y\u00f6ntemle belirlenmektedir. P\u0130SA ara\u015ft\u0131rmas\u0131na g\u00f6re T\u00fcrkiye 2018 y\u0131l\u0131nda matematikte 42,\u00a0 okumada 40,\u00a0 fende \u00a039\u2019ncu s\u0131rada \u00a0iken \u00a02022’de matematikte 39,\u00a0 okumada 36,\u00a0 fende\u00a0 34\u2019c\u00fc s\u0131rada yer alm\u0131\u015ft\u0131r.<\/strong> \u00a0T\u00fcrkiye’nin\u00a0 fen ve matematik alanlar\u0131ndaki PISA 2022 ortalamas\u0131, PISA’da \u015fimdiye \u00a0kadar \u00a0kazan\u0131lan en y\u00fcksek sonu\u00e7lard\u0131r.<\/p>\n

\u00a0<\/strong>BBC T\u00fcrk\u00e7e<\/strong>‘ye\u00a0<\/strong> a\u00e7\u0131klamalarda bulunan \u00a0E\u011fitim Reformu Giri\u015fimi Politika Analisti \u00d6zgenur Korlu<\/strong>, “\u00c7ok puan kaybeden \u00fclkelere oranla T\u00fcrkiye’nin pandemiyi daha iyi atlatt\u0131\u011f\u0131n\u0131 s\u00f6yleyebiliriz. Ancak pandemi d\u00f6neminde T\u00fcrkiye’den \u00e7ok daha iyi performans g\u00f6steren \u00fclkeler de var, bu y\u00fczden genel s\u0131ralamada \u00e7ok ciddi bir de\u011fi\u015fiklik ya\u015fanmad\u0131”<\/em> \u00a0demi\u015f,\u00a0 bu konuda \u00e7ok \u00f6nemli\u00a0 tespitte bulunmu\u015ftur:<\/p>\n

“PISA sonu\u00e7lar\u0131na g\u00f6re matematikte ikinci d\u00fczey alt\u0131 yani \u201ctemel yeterliklere sahip olmayan” \u00e7ocuklar\u0131n oran\u0131 T\u00fcrkiye’de % 39. Asl\u0131nda hala temel becerileri d\u00fc\u015f\u00fck olan \u00e7ocuk say\u0131s\u0131n\u0131n olduk\u00e7a y\u00fcksek oldu\u011funu g\u00f6r\u00fcyoruz\u2026T\u00fcrkiye\u2019de matematikte \u00fcst d\u00fczey ba\u015far\u0131 g\u00f6steren \u00f6\u011frencilerin oran\u0131 2018\u2019e g\u00f6re de\u011fi\u015fmedi. Ama OECD\u2019de ortalamas\u0131nda bir d\u00fc\u015f\u00fc\u015f oldu\u011fu i\u00e7in biz T\u00fcrkiye ortalamas\u0131n\u0131n y\u00fckseldi\u011fini d\u00fc\u015f\u00fcn\u00fcyoruz. Burada fark yaratan \u015fey, T\u00fcrkiye\u2019nin yerini korumas\u0131 ve OECD \u00fclkelerinin gerilemesi gibi g\u00f6z\u00fck\u00fcyor. T\u00fcrkiye’de matematikte temel becerileri olmayan \u00f6\u011frenci oran\u0131nda y\u00fczde 2 puan art\u0131\u015f ya\u015fand\u0131 ancak OECD \u00fclkeleri ortalamas\u0131nda 7 puan art\u0131\u015f ya\u015fand\u0131. OECD \u00fclkelerindeki gerileme, T\u00fcrkiye ile aradaki fark\u0131n kapan\u0131yor gibi g\u00f6z\u00fckmesine sebep oluyor. Hikayeye bu taraftan bakt\u0131\u011f\u0131n\u0131zda, T\u00fcrkiye’nin daha atacak \u00e7ok ad\u0131m\u0131 oldu\u011funu g\u00f6r\u00fcyoruz<\/strong>.”<\/em><\/p>\n

Matematikte OECD ortalamas\u0131 472, \u00fclkeler ortalamas\u0131 438 puan iken T\u00fcrkiye’nin puan ortalamas\u0131 453\u2019t\u00fcr. T\u00fcrkiye OECD \u00fclkeleriyle aras\u0131nda matematik alan\u0131nda 2015 y\u0131l\u0131ndaki 70 puanl\u0131k fark\u0131 2022 y\u0131l\u0131nda 19 puana d\u00fc\u015f\u00fcrm\u00fc\u015f, \u00a0\u00fcye \u00fclkelerle\u00a0 aras\u0131ndaki 41 puanl\u0131k fark\u0131 kapatarak bu alanda ba\u015far\u0131 g\u00f6stermi\u015ftir. Fakat\u00a0 OECD \u00fclkeleri ile \u00a0olan fark devam etmektedir.<\/strong><\/p>\n

PISA Direkt\u00f6r\u00fc Andreas Schleicher<\/strong> bas\u0131n toplant\u0131s\u0131nda, pandemi d\u00f6neminde sosyoekonomik olarak dezavantajl\u0131 \u00e7ocuklar\u0131n e\u011fitime eri\u015fiminde fark\u0131 \u00f6\u011fretmenlerin yaratt\u0131\u011f\u0131n\u0131, \u00f6\u011fretmenlere daha fazla yat\u0131r\u0131m yapan \u00fclkelerin pandemiyi daha iyi atlatt\u0131\u011f\u0131n\u0131, pandemi \u00a0d\u00f6neminde \u00f6\u011fretim politikalar\u0131nda \u00f6\u011frenci-\u00f6\u011fretmen temas\u0131n\u0131, y\u00fcz y\u00fcze olmasa da korumay\u0131 ba\u015faran \u00fclkelerin bu s\u00fcreci ba\u015far\u0131l\u0131 ge\u00e7irdi\u011fini \u00a0a\u00e7\u0131klam\u0131\u015ft\u0131r. Pandemi s\u00fcrecinde velilerin \u00f6neminin de anla\u015f\u0131ld\u0131\u011f\u0131n\u0131 belirten Schleicher, “Biz y\u0131llarca sadece okulla e\u015fitleyici politikalar yaratabilece\u011fimizi, \u00e7ocuklar\u0131n aras\u0131ndaki farklar\u0131 sadece okulla kapatabilece\u011fimizi d\u00fc\u015f\u00fcn\u00fcyorduk fakat salg\u0131n d\u00f6nemi bize velileri i\u015fin i\u00e7erisinde katmad\u0131\u011f\u0131m\u0131z s\u00fcrece bunu ba\u015faramayaca\u011f\u0131m\u0131z\u0131 g\u00f6sterdi”<\/em> demi\u015ftir.<\/p>\n

PISA 2022 sonu\u00e7lar\u0131na g\u00f6re, t\u00fcm \u00fclkelerde okuma becerilerinde d\u00fc\u015f\u00fc\u015f ya\u015fanm\u0131\u015ft\u0131r. Okuma alan\u0131nda OECD ortalamas\u0131 476, t\u00fcm \u00fclkeler ortalamas\u0131 435, T\u00fcrkiye ortalamas\u0131 ise 456 puand\u0131r. PISA 2022’de T\u00fcrkiye’nin okuma becerisi ortalamas\u0131 2018 y\u0131l\u0131na g\u00f6re 10 puan d\u00fc\u015fm\u00fc\u015ft\u00fcr. Bu konuda okuman\u0131n ba\u015fka beceriler elde edilmesi a\u00e7\u0131s\u0131ndan da \u00e7ok \u00f6nemli bir beceri oldu\u011funu s\u00f6yleyen Korlu, bu alanda ciddi bir d\u00fc\u015f\u00fc\u015f ya\u015fand\u0131\u011f\u0131na i\u015faret etmi\u015ftir “Pandemide asl\u0131nda \u00e7ocuklar\u0131n okumaya devam edecekleri, okuma becerilerini geli\u015ftirebileceklerini d\u00fc\u015f\u00fcn\u00fcyorduk, salg\u0131n d\u00f6neminde yap\u0131lan ara\u015ft\u0131rmalar bunu g\u00f6steriyordu. Bu alandaki d\u00fc\u015f\u00fc\u015f, hanelerin sosyoekonomik durumuyla ili\u015fkili olabilir. Hanede kapal\u0131 kalan \u00e7ocuklar evde kitap olmad\u0131\u011f\u0131 ve evin i\u00e7erisinde daha az kelimeye maruz kald\u0131\u011f\u0131 i\u00e7in, okuma belcelerinde gerileme ya\u015fand\u0131\u011f\u0131 s\u00f6ylenebilir.”<\/em><\/p>\n

\u00a0<\/strong>PISA 2022’de fen okuryazarl\u0131\u011f\u0131nda OECD ve t\u00fcm \u00fclkelerin ortalama puanlar\u0131nda d\u00fc\u015f\u00fc\u015f g\u00f6r\u00fcl\u00fcrken T\u00fcrkiye’nin ortalama puan\u0131nda art\u0131\u015f \u00a0olmu\u015ftur. Fen alan\u0131nda OECD ortalamas\u0131 485, t\u00fcm \u00fclkeler ortalamas\u0131 447, T\u00fcrkiye ortalamas\u0131\u00a0 476 puand\u0131r. \u00a0Bu a\u00e7\u0131dan T\u00fcrkiye, OECD \u00fclkeleriyle aras\u0131ndaki fark\u0131 9 puana d\u00fc\u015f\u00fcrm\u00fc\u015f, \u00a0t\u00fcm \u00fclkeler ortalamas\u0131n\u0131n 29 puan \u00fczerine \u00e7\u0131km\u0131\u015ft\u0131r.<\/p>\n

Bu konuda \u00f6nemli bir a\u00e7\u0131klama \u00a0say\u0131n Rahmi Turan<\/strong>\u2019dan gelmi\u015ftir. Say\u0131n Turan\u2019\u0131n \u00a0\u201cBilgi \u00e7a\u011f\u0131nda bilgisiz gen\u00e7ler<\/em><\/strong> \u201c ba\u015fl\u0131kl\u0131 \u00a0ve 10.12.2023 tarihli yaz\u0131s\u0131n\u0131n okunmas\u0131nda yarar vard\u0131r. Say\u0131n Turan\u2019\u0131n \u201cGen\u00e7lerimizi iyi yeti\u015ftiremiyoruz maalesef\u2026\u201d<\/strong> <\/em>tespiti bence \u00a0\u00e7ok \u00f6nemlidir.<\/p>\n

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 ***<\/em><\/strong><\/p>\n

Sevgili Okurlar,<\/p>\n

\u201cD\u00fcnya \u0130nsan Haklar\u0131 G\u00fcn\u00fcn\u00fcz\u201d <\/em><\/strong>\u00a0kutlu olsun.<\/p>\n

\u0130nsan Haklar\u0131 Bildirisi,\u00a0BM \u0130nsan Haklar\u0131 Komisyonu\u00a0taraf\u0131ndan Haziran 1948’de haz\u0131rlanm\u0131\u015f,\u00a0 10 Aral\u0131k 1948<\/strong>‘de BM Genel Kurul\u2019un Paris’te yap\u0131lan oturumunda kabul edilmi\u015ftir. Fidel Castro<\/strong>\u2019nun \u00a0konuyla ilgili a\u00e7\u0131klamas\u0131 \u00a0g\u00fcn\u00fcm\u00fcz i\u00e7in de ge\u00e7erlidir: \u201cBizler \u00e7o\u011fu kez insan haklar\u0131 \u00fczerine konu\u015fuyoruz. Ama ayn\u0131 zamanda insanlar\u0131n haklar\u0131 \u00fczerine de konu\u015fmal\u0131y\u0131z. Di\u011ferleri l\u00fcks otomobillere binebilsin diye neden baz\u0131 insanlar \u00e7\u0131plak ayaklar\u0131yla y\u00fcr\u00fcmek zorunda? Di\u011ferleri 70 y\u0131l ya\u015fas\u0131n diye neden baz\u0131 insanlar 35 y\u0131l ya\u015famak zorunda? Di\u011ferleri m\u00fcthi\u015f derecede zengin olsun diye neden baz\u0131lar\u0131 berbat bir \u015fekilde yoksul olmak zorunda? Ben, bir par\u00e7a ekme\u011fe bile sahip olamayan d\u00fcnya \u00e7ocuklar\u0131n\u0131n ad\u0131na konu\u015fuyorum.”<\/em><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

PISA’da y\u00fcksek s\u0131ralama ekonomik ba\u015far\u0131ya kar\u015f\u0131l\u0131k geldi\u011finden, ara\u015ft\u0131rmac\u0131lar, PISA’n\u0131n okul sistemlerinin \u00f6\u011frencileri 21. y\u00fczy\u0131l\u0131n k\u00fcresel bilgi ekonomisine haz\u0131rlay\u0131p haz\u0131rlamad\u0131\u011f\u0131n\u0131n g\u00f6stergelerinden biri oldu\u011fu sonucuna varm\u0131\u015flard\u0131r.<\/p>\n","protected":false},"author":3,"featured_media":17730,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_links_to":"","_links_to_target":""},"categories":[62],"tags":[199,2738,328,348,2737,2736,187],"yoast_head":"\nPISA 2022 - M\u0130SAK- Mill\u00ee Strateji Ara\u015ft\u0131rma Kurulu<\/title>\n<link rel=\"canonical\" href=\"https:\/\/millidusunce.com\/misak\/pisa-2022\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PISA 2022 - M\u0130SAK- Mill\u00ee Strateji Ara\u015ft\u0131rma Kurulu\" \/>\n<meta property=\"og:description\" content=\"PISA'da y\u00fcksek s\u0131ralama ekonomik ba\u015far\u0131ya kar\u015f\u0131l\u0131k geldi\u011finden, ara\u015ft\u0131rmac\u0131lar, PISA'n\u0131n okul sistemlerinin \u00f6\u011frencileri 21. y\u00fczy\u0131l\u0131n k\u00fcresel bilgi ekonomisine haz\u0131rlay\u0131p haz\u0131rlamad\u0131\u011f\u0131n\u0131n g\u00f6stergelerinden biri oldu\u011fu sonucuna varm\u0131\u015flard\u0131r.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/millidusunce.com\/misak\/pisa-2022\/\" \/>\n<meta property=\"og:site_name\" content=\"M\u0130SAK- Mill\u00ee Strateji Ara\u015ft\u0131rma Kurulu\" \/>\n<meta property=\"article:published_time\" content=\"2023-12-11T16:00:00+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2023-12-12T19:07:01+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/millidusunce.com\/misak\/wp-content\/uploads\/2023\/12\/CNN-Turk-ve-Turkiyeli-1.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"1200\" \/>\n\t<meta property=\"og:image:height\" content=\"800\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Tahmini okuma s\u00fcresi\">\n\t<meta name=\"twitter:data1\" content=\"8 dakika\">\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Organization\",\"@id\":\"https:\/\/millidusunce.com\/misak\/#organization\",\"name\":\"Mill\\u00ee D\\u00fc\\u015f\\u00fcnce Merkezi\",\"url\":\"https:\/\/millidusunce.com\/misak\/\",\"sameAs\":[],\"logo\":{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/millidusunce.com\/misak\/#logo\",\"inLanguage\":\"tr\",\"url\":\"https:\/\/millidusunce.com\/misak\/wp-content\/uploads\/2018\/09\/mdmLogo-yazisiz.jpg\",\"width\":422,\"height\":422,\"caption\":\"Mill\\u00ee D\\u00fc\\u015f\\u00fcnce Merkezi\"},\"image\":{\"@id\":\"https:\/\/millidusunce.com\/misak\/#logo\"}},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/millidusunce.com\/misak\/#website\",\"url\":\"https:\/\/millidusunce.com\/misak\/\",\"name\":\"M\\u0130SAK- Mill\\u00ee Strateji Ara\\u015ft\\u0131rma Kurulu\",\"description\":\"D\\u00fcnyaya T\\u00fcrk\\u00e7\\u00fc Bak\\u0131\\u015f\",\"publisher\":{\"@id\":\"https:\/\/millidusunce.com\/misak\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":\"https:\/\/millidusunce.com\/misak\/?s={search_term_string}\",\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"tr\"},{\"@type\":\"ImageObject\",\"@id\":\"https:\/\/millidusunce.com\/misak\/pisa-2022\/#primaryimage\",\"inLanguage\":\"tr\",\"url\":\"https:\/\/millidusunce.com\/misak\/wp-content\/uploads\/2023\/12\/CNN-Turk-ve-Turkiyeli-1.jpg\",\"width\":1200,\"height\":800},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/millidusunce.com\/misak\/pisa-2022\/#webpage\",\"url\":\"https:\/\/millidusunce.com\/misak\/pisa-2022\/\",\"name\":\"PISA 2022 - 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R\\u0131dvan Karluk, 1970\\u2019de Ankara \\u00dcniversitesi Siyasal Bilgiler Fak\\u00fcltesi\\u2019ni bitirdi. 1975\\u2019te doktor, 1979\\u2019da do\\u00e7ent oldu. 1975 \\u2013 1976\\u2019da Sussex \\u00dcniversitesi\\u2019nde doktora \\u00fcst\\u00fc ara\\u015ft\\u0131rma yapt\\u0131. 1982 y\\u0131l\\u0131nda Devlet Planlama Te\\u015fkilat\\u0131 AET Dairesini (Genel M\\u00fcd\\u00fcrl\\u00fck) kurdu. 1985-1990 y\\u0131llar\\u0131nda Paris\\u2019te, OECD T\\u00fcrkiye B\\u00fcy\\u00fckel\\u00e7ili\\u011fi\\u2019nde Planlama M\\u00fc\\u015faviri olarak \\u00e7al\\u0131\\u015ft\\u0131. 1990-1992 y\\u0131llar\\u0131nda Ba\\u015fbakanl\\u0131k Ba\\u015fm\\u00fc\\u015favirli\\u011fi\\u2019ne atand\\u0131. 1991 y\\u0131l\\u0131nda Anadolu \\u00dcniversitesi\\u2019ne ge\\u00e7mi\\u015f, 2014 y\\u0131l\\u0131nda emekli olmu\\u015ftur. 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