AN ANALYSIS OF 2004 TURKISH SOCIAL STUDIES CURRICULUM IN THE LIGHT OF NEW MILLENIUM TRENDS

2008 ◽  
Vol 36 (6) ◽  
pp. 791-798 ◽  
Author(s):  
Orhan Akinoğlu
Keyword(s):  
Active Learning ◽  
Social Studies ◽  
Primary Education ◽  
Curriculum Reform ◽  
Social Studies Curriculum ◽  
Global Connections ◽  
Teaching Curriculum ◽  
Education In Turkey ◽  
Social Studies Teaching

The aim in this study was to determine and assess the learning areas, skills and values underlined in the 2004 social studies curriculum reform for primary education in Turkey. The study was undertaken in a qualitative manner based on analyses of the 2004 social studies teaching curriculum for 4th–7th grades. Data were collected through document analyses of the 2004 social studies curriculum. Findings indicated that the learning areas, skills and values underlined in the curriculum for primary education reflect mainly global connections, multidimensional thinking, active learning, social rationalization, business mentality, creativity, individualism and democratic consciousness.

Values Education in New Zealand: Old Ideas in New Garb

2000 ◽  
Vol 4 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Teaching And Learning ◽  
Values Education ◽  
Political Context ◽  
Social Studies Curriculum ◽  
Social Studies Teaching

In the new social studies curriculum in New Zealand, values exploration is one of the three prescribed ways to approach social studies teaching and learning. This paper provides background discussion of approaches to values education and sets the renewed interest in New Zealand into the historical, social and political context before outlining the particular approach selected by the New Zealand curriculum writers.

scholarly journals Social Studies in Primary Education: Comparing the Slovak and Czech Republics

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Zuzana Danišková
Keyword(s):  
Education Research ◽  
Social Studies ◽  
Primary School ◽  
Primary Education ◽  
Teaching Methods ◽  
Historical Context ◽  
Curricular Reform ◽  
Human Knowledge ◽  
Social Studies Curriculum

This article focuses on Slovak primary school (ISCED1) subjects that represent social and human knowledge and contrasts the Slovak situation with the Czech one. First, it looks briefly at the historical context that gave rise to and continues to shape these subjects. It then considers their content and attempts to explain why these subjects have ceased to evolve. It also shows that, despite the continual re-discovery of teaching methods and the acute need for them when teaching pupils of this age, there has been little research in this area. It concludes by stating that the lack of education research and discussion makes it difficult to influence public policymaking and curricular reform. Keywords: Slovak primary social studies, curriculum of social studies, didactics, teaching methods of social studies

scholarly journals The curricula revision in the context of education for sustainable development: From the perspective of two primary school subjects’ curricula

2017 ◽  
Vol 49 (2) ◽  
pp. 191-212 ◽  
Author(s):  
Zorica Veinovic
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Value Systems ◽  
School Subjects ◽  
Educational Concept ◽  
Teaching Curriculum ◽  
The Republic ◽  
Goals And Objectives

This paper looks at the goals and objectives of education for sustainable development (ESD), including the competencies and value systems which can and should be developed in children in first cycle of primary education, and analyses the factors underlying this development. By using the Science and Social Studies teaching curriculum as an example, we pointed at the reasons for and possible directions of the curricula revision in the context of ESD. The method of theoretical analysis was applied in examining the curricula in terms of their topicality, preciseness and systematic approach as important prerequisites for a successful integration of the goals and content of ESD. The results of the research highlight the following problem areas: (1) significant, though selective representation, (2) lack of preciseness, (3) insufficient horizontal and vertical inter-connectedness of the key elements of this educational concept across all segments of the analysed curricula, as well as insufficient focus of the curricula on the development of the competencies and value systems which this concept encompasses. The paper proposes feasible steps in implementation of the ESD goals that could be taken in curricula revision, particularly in case of the World Around Us and Science and Social Studies subjects, taught in first cycle of primary education in the Republic of Serbia.

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 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>

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