When will high school defend its science education against University?


Sonmez M.

2nd World Conference on Learning, Teaching and Educational Leadership (WCLTA), İstanbul, Türkiye, 28 - 30 Ekim 2011, cilt.31, ss.509-516 identifier identifier

  • Cilt numarası: 31
  • Doi Numarası: 10.1016/j.sbspro.2011.12.095
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.509-516

Özet

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, graduates of general or science high schools are only accepted into engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: "General high schools do not prepare students for a specific profession but rather for higher education". Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of the labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branches of general high schools the science and mathematics courses have major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well educated graduates of science and general high schools are admitted to engineering programs and the students are already well equipped to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Huseyin Uzunboylu.