Abstract:

This study aims to evaluate the 1926, 1936, 1948, 1968, 1998, 2005, 2009, 2015, 2017 and 2018 Life Knowledge curricula programmes implemented since the establishment of the Republic, based on the objectives, content, learning-learning process and measurement-evaluation objects that form the objects of the educational programmes. The research approach has been used. The research data was obtained by the method of document analysis and analyzed by visual analysis. According to the findings obtained in the study, in 1926, 1936, 1948 and 1968 programmes the general goals were determined according to the needs and expectations of the period. The behavioral approach in the 1998 program, the structural approach in the 2005 and subsequent program, is effective in the expression of goals. In 1926, 1936, 1948 and 1968, the content intensity was partially reduced, and in 1998 and later, the content intensity was partially reduced.  In the learning-learning process, before 2005 programs dominate a teacher-centric process, while in 2005 and after 2005 programs, a student-centric process is observed under the influence of the structuring approach. It can be said that the measurement-evaluation size was ignored until the 1998 program, and that more attention was given in the 1998 and subsequent programs.