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Bu çalışma, Türkiye ve Güney Carolina ilkokul ve ortaokul Sosyal Bilgiler Öğretim Programında yer alan tarih disiplini ilgili kazanımları karşılaştırmayı amaçlamaktadır. Nitel araştırma yaklaşımı benimsenerek gerçekleştirilen araştırmanın verileri doküman incelemesi yoluyla elde edilmiştir. Yapılan karşılaştırma çalışmasında elde edilen bulgular incelendiğinde; Güney Carolina 4. Sınıf Sosyal Bilgiler Programında ABD’nin kapsamlı bir tarihine; 5. Sınıf Sosyal Bilgiler Programında ABD’nin yeniden yapılanma sürecinden günümüze kadar uzanan sürece; 6. Sınıf Sosyal Bilgiler Programında ilk insandan Avrupa keşif çağına kadar geçen sürede önemli olaylara ve şahıslara; 7. Sınıf Sosyal Bilgiler Programında 1600 yılından ta günümüze kadar geçen tarihi sürece; 8. Sınıf Sosyal Bilgiler Programında bir millet olarak ABD’nin gelişiminde Güney Carolina’nın tarihinin ve halkının oynadığı role odaklanıldığı görülmektedir. Türkiye Sosyal Bilgiler Öğretim Programı incelendiğinde ilkokul ve ortaokul Sosyal Bilgiler Öğretim programında tarih disiplini ile ilgili konulara Kültür ve Miras öğrenme alanı içinde yer verildiği; 5. Sınıf Sosyal Bilgiler Programında aile birliği, kültürel mirasa duyarlılık ve vatanseverlik gibi değerlere yer verildiği; 6. Sınıf Sosyal Bilgiler Programında Anadolu ve Mezopotamya uygarlıklarına; Orta Asya’da kurulan ilk Türk devletlerine, İslamiyet’in doğuşuna, Türklerin İslamiyet’i kabul edişine; tarihi ticaret yollarına;7. Sınıf Sosyal Bilgiler Programında Osmanlı Devleti’nin kuruluş ve duraklama sürecine; Avrupa’da ortaya çıkan önemli (reform gibi) hareketlere yer verildiği görülmektedir.
This study aims to compare the achievements related to the history discipline included in the Turkish and South Carolina Primary and Secondary School Social Information Teaching Program. The data of the research carried out by adopting the quality research approach has been obtained through the document review. The results of the comparative study were studied; South Carolina 4. A comprehensive history of the United States in the Class Social Information Program; 5. As long as the Class Social Information Program extends from the U.S. rebuilding process to the present day; 6. Class Social Information Program to important events and persons in the period from the first person to the European discovery age; 7. Class Social Information Programme from 1600 to today. The Class Social Information Program focuses on the role South Carolina’s history and people play in the development of the United States as a nation. When the Social Information Teaching Program is studied, the Primary and Secondary School Social Information Teaching Program includes topics related to history discipline in the field of culture and heritage learning; 5. Class Social Information Program includes values such as family unity, cultural heritage sensitivity and patriotism; 6. Class Social Information Program to the Anatolian and Mezopotamia civilizations; to the first Turkish states established in Central Asia, to the birth of Islam, to the acceptance of Islam by the Turks; to the historical trade routes; In the Class Social Information Program, the process of establishment and suspension of the Ottoman State; important movements (such as reforms) arise in Europe appear to be included.
The aim of the study is to compare the achievements related to the history discipline in primary and secondary school social studies curriculum in Turkey and South Carolina. In the research, Document analysis method, which is one of the qualitative data collection methods, was utilised. When the findings obtained in the comparison study were examined, it is observed that the focal point is as follows: the comprehensive history of the US in the South Carolina Primary School 4th Grade Social Studies Curriculum; the restructuring process of the USA to the present day in 5th Grade Social Studies Curriculum; important events and people from the first human to the European age of discovery in the 6th Grade Social Studies Curriculum; the period from the year 1600 to the present in the 7th Grade Social Studies Curriculum; the role of history and people of South Carolina in the development of the US as a nation in the 8th Grade Social Studies Curriculum. When the Social Studies Curriculum of Turkey is examined it is seen that primary and secondary school Social Studies Curriculum includes history topics within the context of Culture and Heritage; values such as family unity, cultural heritage sensitivity and patriotism in the 5th Grade Social Studies Curriculum; Anatolian and Mesopotamian civilizations; the first Turkish states established in Central Asia; the birth of Islam; the acceptance of Islam by the Turks; historic trade routes in 6th Grade Social Studies Curriculum; the establishment and regression of the Ottoman Empire; the significant movements which emerged in Europe (such as Reform) in 7th Grade Social Studies Curriculum.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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