Abstract:

This study aims to investigate the changes of Elementary School curricula which were developed since the foundation of the Republic of Turkey to today with the perspective of educational philosophies. The study also draws new implications for the new curriculum development studies for the future. The documentary analysis method was used to analyze Elementary school curricula developed in 1924, 1926, 1936, 1948, 1968, 1997 and 2005. The analysis of the data revealed that all of the curricula developed from the foundation of the Republic to today usually satisfy the educational measures set by constructivism and progressivism. However, the findings indicate that the curricula developed after 1968 are not compatible with the goals and objectives of the contemporary needs and social dynamics of the society. Also, the study observed some repetitions in the principles and explanations parts. Especially, the objectives, the examples of teaching-learning process and assessment in 2005 curriculum do not reflect the scientific, technological, and social developments in contemporary life. Also examples are not compatible with the constructivist approach

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