scholarly journals The Evaluation of the Social Studies Curriculum in Turkey: The Guiding Principle of Balance

2021 ◽  
Vol 8 (2) ◽  
pp. 68-84
Author(s):  
Gurbuz Ocak ◽  
Akin Karakuyu
Keyword(s):  
Social Studies ◽  
Curriculum Development ◽  
Design Research ◽  
Social Studies Curriculum ◽  
Guiding Principle ◽  
Analysis Technique ◽  
The Social ◽  
Visual Materials ◽  
Document Review

This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkeyaccording to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant environment, classroom and out-of-class learning while there is no balance in terms of using only written, verbal and visual materials and the other principles. The research consequently suggested recommendations to curriculum development experts and teachers to ensure the principle of balance.

scholarly journals Factors that Shape and Determine the Social Studies Curriculum in Philippine Basic Education (1980s–2010)

2018 ◽  
pp. 1-6
Author(s):  
Lorina Y. Calingasan ◽  
Keyword(s):  
Social Studies ◽  
Curriculum Development ◽  
Basic Education ◽  
Department Of Education ◽  
Social Studies Curriculum ◽  
Political Factors ◽  
The Social ◽  
Primary Documents ◽  
Curriculum Document

This study analyzes the process of curriculum development in Social Studies in Philippine basic education from 1980 to 2010 and argues that the curriculum, as a product, is shaped and determined by political contexts and results from the deliberations and decisions of a group of people tasked to craft it. Analyzing primary documents such as memos, reports, curriculum documents, and teacher’s guides, and drawing from interviews with curriculum writers and consultants, this study is able to identify socio-political factors that influence the articulation of curriculum objectives and content. Teachers, consultants, and staff from the Department of Education, who constitute the curriculum writing team play different roles and representations as the curriculum document is produced. In the process, they each wield levels of power in influencing the curriculum.

scholarly journals POLITICAL FOUNDATIONS OF SOCIAL STUDIES CURRICULA IN THE CONTEXT OF CITIZENSHIP EDUCATION IN TURKEY: GOVERNMENT PROGRAMS AND DEVELOPMENT PLANS

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Fadıl Şiraz ◽  
Erdal Bay
Keyword(s):  
Human Rights ◽  
Social Studies ◽  
Government Programs ◽  
Social Studies Curriculum ◽  
Content Analysis Method ◽  
The Social ◽  
Development Plans ◽  
Political Foundations ◽  
Education In Turkey ◽  
Document Review

The education process in school is organized by the curriculum. Curricula aim to raise citizens in accordance with the needs and political structure of the country. Among the curricula, social studies curriculum (SSC) be shown as a curriculum that can be most affected by political foundations. Because in social studies, issues such as democracy, human rights, government style, human rights, rights and responsibilities are directly related to politics. In this study, government programs (GP) and development plans (DP) in Turkey, which are one of the main political tools that affect social studies curriculum politically, have been analyzed. In this study, the 1998, 2005 and 2018 SSCs; the 55th, 59th and 65th GPs and 7th, 8th and 10th DPs in Turkey were analyzed using the document review method. This study was designed with a case study from qualitative research methods. Content analysis method was used in analyzing the data. As a result, it is concluded that GPs and DPs affect the social SSCs in some aspects.<p> </p><p>Okulda eğitim süreci programla düzenlenir. Eğitim programları ülkenin ihtiyaçlarına ve politik yapısına uygun vatandaşlar yetiştirmeyi hedefler. Programlardan soysal bilgiler öğretim programları içerik olarak politik temellerden en fazla etkilenebilecek bir program olarak gösterilebilir. Çünkü sosyal bilgilerde içerikte demokrasi, insan hakları, yönetim biçimi, haklar ve sorumluluklar gibi konular doğrudan politika ile doğrudan ilişkilidir. Bu araştırmada sosyal bilgiler öğretim programlarını politik olarak etkileyen, temel politik araçlardan olan, hükümet programları ve kalkınma planları analiz edilmiştir. 1998, 2005 ve 2018 sosyal bilgiler öğretim programları; 55, 59 ve 65. Hükümet programları ve 7, 8 ve 10. kalkınma planları doküman incelemesi yöntemiyle analiz edilmiştir. Bu çalışma nitel araştırma yöntemlerinden durum çalışması ile desenlenmiştir. Verilerin çözümlenmesinde içerik analizi yöntemi kullanılmıştır. Sonuç olarak hükümet programları ve kalkınma planlarının sosyal bilgiler öğretim programını bazı hususlarda etkilediği sonucuna ulaşılmıştır.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0746/a.php" alt="Hit counter" /></p>

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

scholarly journals A comparative analysis of the 4th and 5th grade social studies curriculum according to revised bloom taxonomy

2020 ◽  
Vol 15 (3) ◽  
pp. 540-553
Author(s):  
E.Seda KOÇ ◽  
Turgay Öntaş
Keyword(s):  
Qualitative Research ◽  
Social Studies ◽  
Conceptual Knowledge ◽  
Social Studies Curriculum ◽  
Revised Bloom's Taxonomy ◽  
Analysis Technique ◽  
The Social ◽  
Data Source ◽  
Research Document ◽  
Bloom Taxonomy

Abstract: This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) Social Studies Curricula was aimed to be analyzed according to the revised Bloom's taxonomy, was designed with qualitative research. Document analysis technique, that is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore were the curricula with the highest level of objectives for the higher levels.   Keywords: Social Studies, Curriculum, Attainment, Revised Bloom Taxonomy;

scholarly journals A comparative analysis of the 4th- and 5th-grade social studies curriculum according to revised bloom’s taxonomy

2020 ◽  
Vol 15 (2) ◽  
pp. 292-304
Author(s):  
E. Seda Koc ◽  
Turgay Ontas
Keyword(s):  
Qualitative Research ◽  
Social Studies ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Social Studies Curriculum ◽  
Revised Bloom's Taxonomy ◽  
Analysis Technique ◽  
Bloom’S Taxonomy ◽  
The Social ◽  
Data Source

This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) social studies curricula was aimed to be analysed according to the revised Bloom’s taxonomy, was designed with qualitative research. A document analysis technique, which is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries, and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore was the curricula with the highest level of objectives for the higher levels. Keywords: Social studies, curriculum, attainment, revised bloom’s taxonomy.

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

Social Design for Services Framework

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Melanie SARANTOU ◽  
Satu MIETTINEN
Keyword(s):  
South Africa ◽  
Sustainable Development ◽  
Research Group ◽  
Design Research ◽  
Service Design ◽  
Social Design ◽  
Practical Action ◽  
The Social ◽  
The World

This paper addresses the fields of social and service design in development contexts, practice-based and constructive design research. A framework for social design for services will be explored through the survey of existing literature, specifically by drawing on eight doctoral theses that were produced by the World Design research group. The work of World Design researcher-designers was guided by a strong ethos of social and service design for development in marginalised communities. The paper also draws on a case study in Namibia and South Africa titled ‘My Dream World’. This case study presents a good example of how the social design for services framework functions in practice during experimentation and research in the field. The social design for services framework transfers the World Design group’s research results into practical action, providing a tool for the facilitation of design and research processes for sustainable development in marginal contexts.

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