{"id":4501,"date":"2025-10-19T06:29:16","date_gmt":"2025-10-19T06:29:16","guid":{"rendered":"https:\/\/academicsolidarity.com\/?p=4501"},"modified":"2025-10-19T06:29:20","modified_gmt":"2025-10-19T06:29:20","slug":"devlet-okulu-omurgasi-saglam-olmakla-birlikte-almanyada-matematik-ve-fen-becerilerinde-dramatik-dusus-var","status":"publish","type":"post","link":"https:\/\/academicsolidarity.com\/?p=4501&lang=tr","title":{"rendered":"Devlet Okulu Omurgas\u0131 Sa\u011flam Olmakla Birlikte Almanya\u2019da Matematik ve Fen becerilerinde Dramatik D\u00fc\u015f\u00fc\u015f Var"},"content":{"rendered":"\n

Almanya, zorunlu ve \u00fccretsiz ilk\u00f6\u011fretim-lise yap\u0131s\u0131n\u0131 g\u00f6rece e\u015fitlik\u00e7i bi\u00e7imde y\u00fcr\u00fctm\u00fc\u015f, \u00f6zel okul oran\u0131 bir\u00e7ok \u00fclkeye g\u00f6re d\u00fc\u015f\u00fck kalm\u0131\u015f bir \u00fclke. Buna kar\u015f\u0131n \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131nda son y\u0131llarda ivmeli bir d\u00fc\u015f\u00fc\u015f var. 2022 PISA (Program for International Student Assessment) verileri de Almanya\u2019n\u0131n matematik ve okumada \u00f6l\u00e7\u00fcmlerin ba\u015flad\u0131\u011f\u0131 2000\u2019den beri en d\u00fc\u015f\u00fck seviyeye geriledi\u011fini g\u00f6stermi\u015fti. 16 Ekim 2025\u2019te yay\u0131mlanan IQB (Institut zur Qualit\u00e4tsentwicklung im Bildungswesen) raporu, Almanya\u2019da 9. s\u0131n\u0131f \u00f6\u011frencilerinin matematik ile biyoloji-kimya-fizik derslerindeki performans\u0131n\u0131n 2018\u2019e k\u0131yasla belirgin bi\u00e7imde geriledi\u011fini g\u00f6sterdi. Sonu\u00e7lar, zaten 2022 PISA verilerinin i\u015faret etti\u011fi gerilemeyi teyit ediyor (https:\/\/www.destatis.de\/DE\/Themen\/Laender-Regionen\/Internationales\/Thema\/bevoelkerung-arbeit-soziales\/bildung\/PISA2022.html<\/a>).<\/p>\n\n\n\n

IQB, 2018\u2019e g\u00f6re matematikte yakla\u015f\u0131k 24 puanl\u0131k gerileme tespit etti; fen alanlar\u0131nda da (biyoloji, kimya, fizik) benzer \u00f6l\u00e7\u00fcde d\u00fc\u015f\u00fc\u015f var. Bu fark, yakla\u015f\u0131k bir e\u011fitim y\u0131l\u0131 d\u00fczeyinde \u00f6\u011frenme kayb\u0131na denk d\u00fc\u015f\u00fcyor.  Rapora g\u00f6re 9. s\u0131n\u0131f \u00f6\u011frencilerinin %24\u2019\u00fc matematikte, %25\u2019i kimyada, %16\u2019s\u0131 fizikte, %10\u2019u biyolojide Ortaokul Diplomas\u0131 (MSA) i\u00e7in \u00f6ng\u00f6r\u00fclen asgari standartlar\u0131 dahi kar\u015f\u0131layam\u0131yor (https:\/\/www.tagesspiegel.de\/wissen\/lernruckstand-in-ganz-deutschland-neue-bildungsstudie-zeigt-dramatischen-absturz-in-mathe-und-naturwissenschaften-14582699.html<\/a>).<\/p>\n\n\n\n

En iyi performans Saksonya ve Bavyera\u2019da. Baz\u0131 eyaletler ise federal ortalaman\u0131n belirgin bi\u00e7imde gerisinde. Hamburg, \u00fclke genelindeki d\u00fc\u015f\u00fc\u015fe ra\u011fmen sonu\u00e7lar\u0131n\u0131 g\u00f6rece daha iyi koruyan eyalet oldu (https:\/\/www.news4teachers.de\/2025\/10\/iqb-bildungstrend-2024-das-ranking-so-schneiden-die-einzelnen-bundeslaender-ab\/<\/a>).<\/p>\n\n\n\n

Almanya\u2019da \u00f6zel okul oran\u0131 g\u00f6rece d\u00fc\u015f\u00fck seviyelerde seyrediyor. \u0130lkokul d\u00fczeyinde \u00f6zel okulda \u00f6\u011frenim g\u00f6ren \u00f6\u011frencilerin oran\u0131 yakla\u015f\u0131k %5,3, t\u00fcm okul d\u00fczeylerinde \u00f6zel okula gidenlerin oran\u0131 da yakla\u015f\u0131k %7 civar\u0131nda (https:\/\/data.worldbank.org\/indicator\/SE.PRM.PRIV.ZS?locations=DE<\/a>). OECD \u00fclkeleri genelinde ise ilkokul d\u00fczeyinde yakla\u015f\u0131k %12, orta d\u00fczeyde %15 ve \u00fcst orta\u00f6\u011fretimde %20 dolaylar\u0131nda \u00f6zel okul oran\u0131 g\u00f6r\u00fclmekte (https:\/\/www.diw.de\/de\/diw_01.c.453944.de\/publikationen\/weekly_reports\/2009_29_1\/private_schools_in_germany__attendance_up__but_not_among_the_children_of_less_educated_parents.html<\/a>). Dolay\u0131s\u0131yla Almanya\u2019n\u0131n kamu-okul a\u011f\u0131rl\u0131kl\u0131 sistemini korudu\u011fu ve \u00f6zel okullar\u0131n yayg\u0131nl\u0131\u011f\u0131 a\u00e7\u0131s\u0131ndan bir\u00e7ok kar\u015f\u0131la\u015ft\u0131r\u0131labilir \u00fclkenin alt\u0131nda yer ald\u0131\u011f\u0131 s\u00f6ylenebilir.<\/p>\n\n\n\n

IQB-2024 sonu\u00e7lar\u0131, Almanya\u2019n\u0131n onlarca y\u0131ld\u0131r gurur duydu\u011fu kamu temelli e\u011fitim modelinde ciddi bir alarm e\u015fi\u011fine gelindi\u011fini g\u00f6steriyor. Matematik ve fen bilimlerinde bir e\u011fitim y\u0131l\u0131na varan \u00f6\u011frenme kay\u0131plar\u0131, yaln\u0131zca pandeminin de\u011fil, uzun s\u00fcredir biriken yap\u0131sal sorunlar\u0131n da yans\u0131mas\u0131. \u00d6\u011fretmen a\u00e7\u0131\u011f\u0131, eyaletler aras\u0131 m\u00fcfredat farkl\u0131l\u0131klar\u0131, dijital altyap\u0131 eksiklikleri ve sosyo-ekonomik e\u015fitsizlikler, art\u0131k birbirini besleyen bir d\u00f6ng\u00fc olu\u015fturmu\u015f durumda.<\/p>\n\n\n\n

Federal d\u00fczeyde a\u00e7\u0131klanan planlarda, \u00f6\u011fretmen arz\u0131n\u0131 art\u0131rmak (https:\/\/www.kmk.org\/themen\/allgemeinbildende-schulen\/lehrkraefte\/lehrkraeftebedarf.html<\/a>), okul saatlerini yeniden d\u00fczenlemek (https:\/\/www.schulministerium.nrw\/presse\/pressemitteilungen\/iqb-bildungstrend-2024-nordrhein-westfalen-hat-einen-klaren-kompass-fuer<\/a>) ve \u00f6zellikle dil yetersizliklerine y\u00f6nelik destek programlar\u0131 \u00f6ne \u00e7\u0131k\u0131yor. Baz\u0131 eyaletler, \u00f6rne\u011fin Hamburg ve Saksonya, m\u00fcfredatta matematik a\u011f\u0131rl\u0131\u011f\u0131n\u0131 art\u0131rma ve \u00f6\u011frenme a\u00e7\u0131\u011f\u0131n\u0131 bireysel takiple kapatma giri\u015fimlerini ba\u015flatt\u0131. Ancak bu \u00e7abalar\u0131n kal\u0131c\u0131 sonu\u00e7 verebilmesi i\u00e7in, \u00fclke genelinde ortak bir kalite ve izleme sistemine ihtiya\u00e7 var (https:\/\/www.deutschlandfunk.de\/lehrermangel-deutschland-bildung-100.html<\/a>).<\/p>\n\n\n\n

Almanya h\u00e2l\u00e2 d\u00fcnyan\u0131n en kapsay\u0131c\u0131 e\u011fitim sistemlerinden birine sahip. Ancak mevcut g\u00f6stergeler, bu ba\u015far\u0131n\u0131n s\u00fcrd\u00fcr\u00fclebilirli\u011fi i\u00e7in yap\u0131sal bir yenilenmeye ihtiya\u00e7 oldu\u011funu g\u00f6steriyor. Akademik Solidarity\u2019nin perspektifinden bak\u0131ld\u0131\u011f\u0131nda, e\u011fitimdeki bu gerileme yaln\u0131zca pedagojik de\u011fil, toplumsal e\u015fitlik ve f\u0131rsat adaleti a\u00e7\u0131s\u0131ndan da kritik bir sinyal niteli\u011finde. Devlet okullar\u0131ndaki ba\u015far\u0131n\u0131n d\u00fc\u015fmesi, insanlar\u0131 daha \u00e7ok \u00f6zel okullara y\u00f6nlendirebilir. Almanya\u2019n\u0131n e\u011fitimindeki toplumsal y\u00fck\u00fc ta\u015f\u0131mak yaln\u0131zca \u00f6\u011fretmenlerin de\u011fil, ayn\u0131 zamanda yerel y\u00f6netimlerin, \u00fcniversitelerin ve sivil toplumun ortak sorumlulu\u011fudur.<\/p>\n","protected":false},"excerpt":{"rendered":"

Almanya, zorunlu ve \u00fccretsiz ilk\u00f6\u011fretim-lise yap\u0131s\u0131n\u0131 g\u00f6rece e\u015fitlik\u00e7i bi\u00e7imde y\u00fcr\u00fctm\u00fc\u015f, \u00f6zel okul oran\u0131 bir\u00e7ok \u00fclkeye g\u00f6re d\u00fc\u015f\u00fck kalm\u0131\u015f bir \u00fclke. Buna kar\u015f\u0131n \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131nda son y\u0131llarda ivmeli bir d\u00fc\u015f\u00fc\u015f var. 2022 PISA (Program for International Student Assessment) verileri de Almanya\u2019n\u0131n matematik ve okumada \u00f6l\u00e7\u00fcmlerin ba\u015flad\u0131\u011f\u0131 2000\u2019den beri en d\u00fc\u015f\u00fck seviyeye geriledi\u011fini g\u00f6stermi\u015fti. 16 Ekim 2025\u2019te […]<\/p>\n","protected":false},"author":3,"featured_media":4499,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[114],"tags":[],"class_list":["post-4501","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-guncel"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/academicsolidarity.com\/wp-content\/uploads\/2025\/10\/20251019PISA.jpeg?fit=1200%2C663&ssl=1","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/posts\/4501","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4501"}],"version-history":[{"count":1,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/posts\/4501\/revisions"}],"predecessor-version":[{"id":4502,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/posts\/4501\/revisions\/4502"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=\/wp\/v2\/media\/4499"}],"wp:attachment":[{"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4501"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4501"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/academicsolidarity.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}