Özet:

For the development of internatioanal tolerance, making comparative educational studies are so important. In this study Egypt is selected for comparison with Turkey. Egypt is one of the most important countries of Middle East, like Turkey. The main problem of this research is to identify the similarities and differencies between social studies curriculum that is applied in the Arap Republic of Egypt in the year of 2007-2008 and which is put in to practice in Turkey in the year of 2005. The qualitative research procedures followed in order to carry out this investigation, and also the document analysis techniques are applied based on the qualitative research models. Purposive Sampling was preferred. The sixth grades’ social studies curriculums that was applied in Egypt and Turkey in 2007-2008 were samples. Datas were collected in accordance with document analyse technique. Social studies curriculums were subjected to a descriptive analyse. Goals, visions, contents, structures, training situations and evaluation situations of curriculums were examined and stated similarities and differencies about them. According to research findings, the research results obtained are as follows: Aims of Turkeys’ curriculum is entegrated for primary and secondary stages in contrast to Egypts’ curriculum. This result shows the integrity and continuity of the curriculum. There is no aim about teology, methodology and ecology in general aims in Turkey, respectively, as in Egypt. Turkeys’s curriculum is stronger than Egypts’ in the context of width of scope and adequacy. There is no religionic emphasis in Turkeys’ vision as in Egypt. Student-centered approaches are adopted in terms of educatioanl attainment in Turkey. It is understood that multiple and alternative evaluation methods are applied to measure process in Turkey.

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