Abstract:

The main purpose of education is a preparation of the whole life. The aim of this study is the evaluation of the new 10th grade geography curriculum in effect since 2005 according to the the views of geography teachers. While preparing curriculum, it is important to determine them according to the general and the special needs of the country. The aim of this study is the evaluation of the 10th grade geography curriculum about in terms acquisition, teaching process and assessment-evaluation in effect since 2005 according to the the views of geography teachers. This is a descriptive study. Therefore, a data collection tool which includes 16 questions was developed in order to evaluate the geography curriculum according to the teachers and by applying the expert views. The data collection tool was applied after realibility and validity measurements. In this study, the pilot study data was applied to a geography teachers group which consists of 113 teachers for the measurments of its realibility and validity. In the research conducted, the teachers’views for the 10th grade geography curriculum have been realized on the level of “agree” in terms acquisition, teaching process and assessment-evaluation. In the analysing of the sub problems of the research, the values of frequency, percentage and mean have been used; t-test and one–way analysis of variance(one way anova) have been done. It is searched whether the options of the teachers who participate in the research about the 10th grade geography curriculum differs according to the gender, school type and seniority. In the research conducted, the teachers’views for the 10th grade geography curriculum have been realized on the level of “agree” in terms acquisition, teaching process and assessment-evaluation. When it is analysed whether the views of the teachers for the 10th grade curriculum, the views for acqusition, assessment-evaluation hasn’t showed a meaningful difference. The views for method has showed a meaningful difference. When it is analysed whether the teachers’ views differs according to the variable of school type, the views for the acqusition and the assessment-evaluation has showed a meaningful difference. When it is analysed whether the views differs according to the variable of seniority; the views for method, assessment, has showed a meaningful difference. The views for the dimension of acqusition hasn’t showed a meaningful difference.

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