STANDARTLARI BAKIMINDAN COĞRAFYA MÜFREDAT PROGRAMLARININ KARŞILAŞTIRMASI / Comporation Geography Curriculum in Terms of Standards
Bibliographic record
Abstract
Ozet Hayat boyu ogrenme modellemesinde cografyanin anahtar oldugunu savunan bu calisma, elimizdeki okul programlarini standartlar bakimindan birkac ulkeyle karsilastirip tartismayi amaclamistir. Karsilastirma yapilan ABD, Ingiltere ve Avustralya gibi ulkelerdeki cografya ogretiminde, 18 standardin tanimlarinin yani sira, standartlar arasindaki baglantilarin olmasi ve butunluk dikkat cekicidir. Turkiye’de uygulanan cografya ogretiminin iskeletini olusturan 11 yillik programda ise standartlar net degildir. Dunya, bolge, Turkiye konulari arasinda kitalar-okyanuslar olcegindeki kategoriler atlanmistir. Ozellikle Matematik-Fen siniflarindan mezun olan lise ogrencilerinin cografya dersi aciginin fazla oldugunu soylemek mumkundur. Ilk ve ortaogretimdeki cografya ogrenme kategorilerine cercevesinde standartlarin belirlenmesi geregi uzerine odaklanmis olan bu calismada mevcut mufredatin bunu saglamaktan uzak oldugu sonucuna ulasilmistir. Anahtar Kelimeler: Uzun sureli ogrenme, Cografya mufredati, Cografya ogretimi Abstract This study, which argues that geography plays a key role in life-long learning model, aims at comparing standards of geographic education in the U.S.A, Canada, and England to Turkish standards. One of the most important characteristics of geographic education standards in those countries is that they present a coherent and meaningful body. On the other hand, the standards as demonstrated in the 11-year curriculum in Turkey were not clearly defined. Some categories were even omitted from the curriculum. It is possible to say that students graduating from Mathematics-Science programs of high schools get inadequate training in geography. The result of this investigation suggests that the geography education standards in primary and secondary schools were not adequately defined and that standards should be developed for a better geography education. Keywords: life-long learning, geographic education, geographic curriculum
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".