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Bu araştırmanın amacı 2018 Sosyal Bilgiler Dersi Öğretim Programı 4.,5.,6. ve 7. Sınıf ders programlarında yer alan 131 kazanımı, eğitim felsefeleri ve eğitim teorileri açısından irdelemektir. Literatür incelendiğinde eğitim felsefeleri ve teorileri açısından kazanımları birebir ele alan Sosyal Bilgiler de dahil olmak üzere diğer branşlarda bu ve benzeri çalışmalara ratlanmadığı görülmüştür. Bu çalışma ile alanyazındaki boşluğun giderilmesi ön görülmektedir. Araştırmada nitel araştırma deseni temel alınarak doküman incelemesi yöntemi kullanılmıştır. Araştırmada veri kaynağı olarak, 2018 yılı ilkokul 4. sınıf ve ortaokul 5, 6 ve 7. sınıf Sosyal Bilgiler Dersi Öğretim Programları temel alınmıştır. Bu doğrultuda programlarda yer alan 131 kazanım; Pragmatizm, Varoluşçuluk, Natüralizm eğitim felsefeleri ve İlerlemecilik, Yeniden Kurmacılık, Esasicilik eğitim teorileriyle ilişkilendirilmiştir. Araştırma sonucunda 2018 programındaki kazanımların büyük çoğunluğunun Pragmatizm eğitim felsefesi ve İlerlemecilik eğitim kuramıyla ilişkili olduğu ortaya konmuştur. Bu çerçevede), kazanımlar diğer çağdaş eğitim felsefeleri (Varoluşçuluk, Natüralizm) ve çağdaş eğitim teorileri (Yeniden Kurmacılık) açısından yeniden yapılandırılabilir.
The aim of this research is 2018 Social Information Course Teaching Programme 4, 5, 6 and 7. The 131 achievements included in the classroom curricula programmes are to focus on educational philosophies and educational theories. When literature was studied, it was found that the achievements in educational philosophies and theories were discussed by each other in other branches, including Social Knowledge. This work is done to remove the emptiness in the area. The research method was used on the basis of the quality research design. As a source of data in the research, the 2018 year was based on the 4th and 5th and 6th classes of primary and secondary school social information lessons teaching programs. 131 achievements included in the programs in this direction are associated with the Pragmatism, Existence, Naturalism educational philosophies and the theories of Progressive, Renewable, Essential Education. The research finds that the vast majority of the achievements in the 2018 program are related to the Pragmatism educational philosophy and Progressive educational theory. In this framework, the achievements can be restructed in terms of other contemporary educational philosophies (Verality, Naturalism) and contemporary educational theories (Renaissance).
The aim of this study was to examine the 131 learning outcomes of 4th, 5th, 6th and 7th grade which are placed in the Social Studies curriculum, on the basis of theories of education and philosophies of education. In the research, document analysis method was used based on qualitative research design. In the research, primary school 4th grade and middle school 5th, 6th and 7th grade Social Studies curriculum, accepted in 2018, was based on as data source. 131 learning attainments that are placed in the curriculum were associated with Pragmatism, Existensialism, Naturalism philosophy of education and Progressivism, Reconstructionism, Essentialism theories of education. As a result of the research, it was revealed that most of the learning attainments in the 2018 program were related to the Pragmatism education philosophy and Progressive education theory. In this framework, the attainments could restructured in terms of other contemporary educational philosophies (Existentialism, Naturalism) and contemporary educational theories (Reconstructionism).
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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