REPRESENTATION OF SUSTAINABLE DEVELOPMENT IN NATIONAL HIGH SCHOOL PHYSICS CURRICULUM AND TEXTBOOKS IN TÜRKİYE

Date

2025-11-28

Author

Güven, Mehmet

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

106
views

201
downloads

Cite This

This study is based on the "Triple Bottom Line" perspective (environmental, economic, and social), which was introduced in the Agenda 21 (UN, 1992) process and defined by Elkington (1997). Based on theoretical foundation, the extent to which sustainability is reflected in the secondary school physics course curriculum and textbooks of the "2024 Türkiye Yüzyılı Maarif Modeli" were examined through content analysis. The sub-dimensions were created with reference to the learning objectives and guidelines in UNESCO (2017; 2020) documents. The curriculum review shows that 14 out of 49 learning objectives (28%) may explicitly or implicitly relate to sustainability. A key point is that there are seven objectives in the 9th grade and seven in the 10th grade. This suggests that a consistent balance was intended in the planned curriculum. However, the textbook analysis shows a different pattern. In the analysis of 126 total findings, the number of findings increased from 33 in the 9th grade physics textbook to 93 in the 10th grade physics textbook. This increase is mainly due to topics like energy resources, electricity, and wave mechanics which provide more direct opportunities to address sustainability-related issues. This data indicates that the content expands as the grade level progresses.Regarding the dimensions, the Environmental dimension is the most dominant, making up 45.2% of the total findings. However, unlike some international studies that report a neglect of other areas, this research found that Economic (29.4%) and Social (25.4%) dimensions are also represented significantly. Consequently, the study demonstrate that while the main focus in physics textbooks remains on environmental concepts, sustainability is not treated as a purely ecological issue. Actually, it indicates a multi-dimensional approach rather than a solely environmental aspect.

Subject Keywords

Sustainable Development, Physics Education, 2024 Türkiye Yüzyılı Maarif Modeli, Content Analysis, Sustainability Dimensions

URI

https://hdl.handle.net/11511/118323

Collections

Graduate School of Natural and Applied Sciences, Thesis