This study was conducted to investigate the perspectives of social sciences faculty members on the development of the Turkish Republic History of Revolution and Kemalism Curriculum for eighth-grade education in Turkey. The study was carried out via the Qualitative Research Method. The study participants consisted of 15 faculty members from eight different universities in Turkey. The Purposive Sampling Method was used in the selection process of the research participants. A semi-structured interview protocol developed by the researcher based on expert opinions was used to collect research data. The Descriptive Analysis Method was employed to analyse the obtained data. The study results showed that according to the faculty members, the curriculum under scrutiny should be developed through a learner-centred approach, the name of the curriculum should be changed, the time allocated for the units should be adjusted, the content of the curriculum should form a link between the past and the present, and the curriculum should make more emphasis on the economic, social and cultural developments by incorporating different perspectives. The faculty members stated that the course objectives should be developed by taking the nation’s recent past into account, emphasizing a sense of unity and solidarity, homeland-nation consciousness, and the struggles of the Turkish Republic in gaining its independence. The faculty members suggested that the learning outcomes of the curriculum should be simplified by reducing the number of standards, ensuring the balance between the time allocated for teaching and learning outcomes. From the perspectives of the participants, the curriculum should be redesigned under the principles of the Constructivist Learning Theory or learner-centred education so that students can gain a deep understanding of the subject and develop their higher-level thinking skills.

Bu çalışmanın amacı sosyal bilgiler ders kitaplarında yer alan coğrafi öğelerin yerel ve küresel bağlamda incelenmesidir. Çalışma nitel araştırma yaklaşımına uygun tasarlanmıştır. Çalışmada 5., 6., 7., sınıf sosyal bilgiler ders kitapları incelenmiştir. Veri analizinde doküman analizi ve betimsel analiz teknikleri kullanılmıştır. Verilerin frekans ve yüzdeleri alınarak betimsel istatistikler ve doğrudan alıntılar sunulmuştur. Çalışma sonucunda sosyal bilgiler ders kitaplarında yerel ve küresel bağlamı içinde yer alan doğal coğrafi öğeler arasında yer hareketleri, yüzey şekilleri, iklim, bitki, toprak, su, doğal afetler, doğal miraslar, harita temaları tespit edilmiştir. Ders kitaplarının içeriğinde yerel ve küresel bağlamda yer alan beşeri coğrafi öğeler arasında; nüfus, yerleşme, göç, tarım, hayvancılık, sanayi, ticaret, ulaşım, enerji, kültür, turizm, meslek, diğer ekonomik faaliyetler, çevre sorunları, devlet, mücadele, hak, sorumluluk ve özgürlükler, kurumlar ve kuruluşlar gibi beşerî coğrafî öğeler tespit edilmiştir. Canlı yaşamın sürekliliğinde önemli doğal kaynakların bilinçli kullanımına ve çevre sorunlarının ulusal ve uluslararası etkilerine yönelik içeriğin zenginleştirilmesi önerilmiştir.

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This study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-İstanbul participated in this study. “Environmental Affect Scale” and “Environmental Behavior Scale” were used, and semi-structured interviews were conducted. Results showed that out-of-school activities positively affected the students’ affective and behavioral tendencies toward the environment. It was also found that the awareness of students on environmental problems increased, and they began to produce their solutions to these problems.