Sosyal Bilgiler Öğretim Programlarının Karşılaştırmalı Analizi (2005-2017-2018)

Abstract

In this research, it is aimed to make a comparative analysis of Social Studies Curricula of 2005, 2017 and 2018. In accordance with this purpose, each Social Studies Curricula has been analyzed by comparing in terms of the dimensions of the overall structure of the curricula, acquisitions, content, teaching-learning activities and assessment. The model of the research is descriptive and has the characteristics of qualitative research. The data source of the research consists of Social Studies Curricula which was published by Ministry of National Education's Board of Education in the years of 2005, 2017 and 2018. The findings of the study were structured by analyzing according to the principles of document analysis technique. In these analyzes, two different forms were used: The Curriculum Analysis Form and the Comparative Document Analysis Form. According to the findings obtained from the study, when the overall structure of the curricula was examined, it was determined that the sections included in the 2005 curricula such as the list of commissions, objectives of Turkish National Education, vision and basic

Müzik öğretmeni yetiştirme programlarının analizi: Müzik alanı ders program tasarılarının yapısı

“…According to the conclusions of this study, the academic members working in the abovementioned departments expressed that the 2018 teacher training undergraduate programs were not generally prepared in accordance with the principles of program development (Ulubey & Başaran, 2019). In another study on this subject, it has been discussed that newly developed teacher training curricula ( 2018) have not considered the shortcomings and inadequacies of the prior programs, have not fulfilled the basic rules and principles of the program development, the credits of compulsory field courses have been reduced significantly, these courses have been described to be elective field courses or they have not been included in the program (Kalaycı & Baysal, 2019;Dağtekin & Zorluoğlu, 2019, Tokcan & Tangülü, 2019Uçan, 2018).…”

“…Some of the criticisms are as follows: while preparing the new curriculum, the deficiencies and insufficiency stated in the previously prepared curriculum were not taken into consideration, the basic principles of curriculum development were not followed, the credit/hours of the compulsory field courses were significantly reduced, they were defined as elective field courses or the courses were not included in the curriculum. (Dağtekin & Zorluoğlu, 2019;Kalaycı & Baysal, 2019;Tokcan & Tangülü, 2019;Uçan, Saydam, & Çevik, 2018;Ulubey & Başaran, 2019, Yurdakul, 2018. To sum up, the studies, the criticism and recommendations focus most on the adjustments made in teacher training programs related to field courses that contribute to the in-depth learning of teacher candidates.…”

2018 Ortaöğretim Kimya Dersi Öğretim Programı ve 2018 Ortaöğretim Fen Lisesi Kimya Dersi Öğretim Programı’nın Temel Ögeler Açısından Karşılaştırılması

“…temel becerileri öğretim programlarına entegre ederek bu becerilere sahip bireyler yetiştirmeyi hedeflemektedir (Candaş vd., 2019). Bununla birlikte dünyada giderek daha çok önem kazanan eşitlik, adalet, barış, saygı, hoşgörü gibi değerlerin de tüm bireyler tarafından içselleştirilmesi de hedeflenmekte; 21. yüzyıl becerileri ile birlikte tüm bu değerlerin, bireylerin hem 21. yüzyıl istihdamında pay sahibi olabilmeleri noktasında hem de bireysel gelişimlerine ve toplumsal gelişmeye katkı sağlayabilmeleri açısından oldukça önemli olduğu düşünülmektedir (Kalaycı & Baysal, 2020).…”

2018 Yılı 5. Sınıf Sosyal Bilgiler Dersi Öğretim Programının Değerlendirilmesi

“…Literatürde 2018 SBDÖP değerlendirme çalışmalarına rastlanılmaktadır (Koçoğlu, Aydın 2017;Tay, 2017;Oğuz Haçat, Demir, 2018;Selvi, 2018;Çelikkaya, Kürümlüoğlu, 2018;Sözen ve Ada, 2018;Taş ve Kıroğlu, 2018;Turan, 2018;Turan, Avcı, 2018;Büyükalan Filiz, ve Baysal, 2019;Can, 2019;Otuz, Görkaş Kayabaşı, Ekici, 2019;Pekuslu, 2019;Kalaycı, Baysal, 2020). Koçoğlu, Aydın (2017), 2017 SBDÖP'nı alan uzmanlarının görüşleri doğrultusunda değerlendirilmesini gerçekleştirmişlerdir.…”

“…Çakmak, Kaçar ve Arıkan (2017), 2017 ortaokul sosyal bilgiler taslak öğretim programına ilişkin öğretmen görüşlerini belirlemişlerdir. Çelikkaya ve Kürümlüoğlu (2018) (Gürel, 2017;Tay, 2017;Akşit ve Çoban, 2018;Taş ve Kıroğlu, 2018;Turan, 2018;Can, 2019;Pekuslu, 2019;Kalaycı, Baysal, 2020). Gürel (2017) Erden'e (1998: 22) göre eğitim programlarının değerlendirilmesinde cevap aranan sorulardan biri "Eğitim programındaki temel aksaklıklar ve eksiklikler nelerdir?"…”