The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

Bu çalışmanın amacı Türkiye'de geçici koruma kapsamındaki Suriyeli çocukların eğitim öğretimini konu alan tezlerin incelenmesi yoluyla Suriyeli çocukların Türkiye'deki eğitim öğretim yaşantılarının olumlu-olumsuz yönlerini ve bunlara yönelik çözüm ve iyileştirme önerilerini belirlemektir. Bu amaçla sistematik analiz yoluyla gerçekleştirilen bu araştırmanın verileri doküman analizi yöntemi kullanılarak elde edilmiştir. Yayınlanma yılı, lisansüstü eğitim türü, alanı, yöntem ve deseni, kullanılan veri toplama aracı, katılımcısı değişkenlerine göre incelenen veriler betimsel analiz; sonuç ve öneri değişkenlerine göre incelenen veriler içerik analizi yoluyla analiz edilmiştir. Betimsel analiz sonuçlarına göre; konuya ilişkin tezlerin sayısının 2016 yılı itibariyle artış gösterdiği, yazılan tezlerin büyük çoğunluğunun yüksek lisans türünde olduğu, yine çoğunlukla nitel çalışma yönteminin fenomenoloji (olgubilim) deseninde gerçekleştirildiği görülmüştür. Ayrıca incelenen tezlerde yarı yapılandırılmış görüşme formunun sıklıkla kullanıldığı, katılımcıların çoğunlukla öğrenci ve öğretmenlerden oluştuğu belirlenmiştir. İçerik analizi sonuçlarına göre sonuçlar kategorisinde olumsuz sonuçlar ve olumlu sonuçlar olmak üzere iki alt kategori elde edilmiştir. Yine içerik analizi sonuçlarına göre öneriler kategorisinde ise sığınmacıların statüsüne yönelik, eğitim politikalarına yönelik, uygulamaya yönelik ve araştırmacılara yönelik olmak üzere dört alt kategori elde edilmiştir.

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This study describes the definition of the deliberative approach, its historical development, the practices of deliberative democracy and deliberative pedagogy, its applications in higher education and teacher training processes. Deliberation and deliberative approaches have been applied in many fields from politics to economics, from education to marketing. Unlike discussion and dialogue, which exchanges ideas between different perspectives, negotiation enables confrontation with difficult changes through reflection on alternatives and ultimately making choices. Individual choices made as a result of discussions within the group serve to develop affective behaviors as well as metacognition. The deliberative approach also serves individual awareness in particular and social consensus in general. The deliberative approach differs from other teaching approaches in terms of reconsidering education demands and processes at all levels with the effect of globalization and pandemic, prioritizing the universal perspective, requiring multiculturalism, multilingualism, tolerance to different views and approaches, and serving social-emotional learning. Further, the fact that it was prioritized in the last quarter century reveals its originality. Therefore, in the deliberative democracy process, while citizens are negotiating certain issues or decisions, it provides to have more information about the issues, to respect opposing views and to use more public arguments. Especially, the deliberative teaching approach, which is thought to have positive effects on the social structuring of the multiplier effect and formed as a result of its use in the teacher education process, has been tried to be structured theoretically in this study. This study was carried out with the literature review method and the themes obtained as a result of the qualitative descriptive method were expressed as the deliberative approach, deliberation, deliberative democracy, deliberative pedagogy, deliberative curriculum, deliberative approach in higher education and deliberative approach in teacher education and deliberative teaching approach within the framework of historical development. As a result of the literature review, it has been concluded that the deliberative teaching approach can be used effectively in formal learning environments and can be used effectively in the process of raising individuals with a democratic perspective and in the process of democratic society formation.