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Bu çalışmanın amacı, cumhuriyetten günümüze sosyal bilgiler programlarının sosyal bilgiler öğretim yaklaşımlarına göre incelenmesidir. Araştırmada nitel araştırma türlerinden tarama modeli içinde yer alan tarihsel yöntem kullanılmıştır. Araştırmada cumhuriyet dönemine ait 1924, 1930, 1948, 1962, 1968, 1990 ilkokul programları ile 1931, 1938, 1949, 1962, 1970, 1985 tarihli ortaokul programları, 1998 tarihli ilköğretim sosyal bilgiler programı ve 2005 tarihli ilköğretim sosyal bilgiler öğretim programı incelenmiştir. Çalışmada, literatür taraması sonucunda elde edilen veriler sosyal bilgiler öğretim yaklaşımları açısından betimsel analiz tekniğine dayalı olarak analiz edilmiştir. Araştırmanın bulgularını genel olarak değerlendirdiğimizde 1924, 1930, 1948, 1962, 1968, 1990 ilkokul programları ile 1931, 1938, 1949, 1962, 1970, 1985 tarihli ortaokul programları sosyal bilgiler öğretim yaklaşımlarından vatandaşlık aktarımına ait özelliklere mutlaka yer verildiği görülmüştür. Ayrıca bu programlarda sosyal bilimlerin disiplinlerine (tarih, coğrafya, hukuk, siyaset bilimi, ekonomi ve sosyoloji) ait konular da tespit edilmiştir. 1931 ve 1938 ortaokul programlarında, yansıtıcı araştırma yaklaşımının özelliklerine uygun bulgulara ulaşılamamıştır. 1968, 1990, 1998 ve 2005 programlarında ise diğer programlara göre daha belirgin olarak sosyal bilgilerin üç yaklaşımına (vatandaşlık aktarımı olarak sosyal bilgiler, sosyal bilimler olarak sosyal bilgiler ve yansıtıcı araştırma olarak sosyal bilgiler) ait özelliklere yer verildiği tespit edilmiştir.
The aim of this study is to study social information programs from the republic to the present day according to social information teaching approaches. The research has used the historical method included in the scan model of the quality research types. The study studied the 1924, 1930, 1948, 1962, 1968, 1990 primary school programs of the Republic period and the 1931, 1938, 1949, 1962, 1970, 1985 secondary school programs, the 1998 primary school social information program and the 2005 primary school social information curriculum. In the study, the data obtained as a result of literary scan was analyzed on the basis of the visual analysis technique in terms of social information teaching approaches. When we evaluate the findings of the study in general; 1924, 1930, 1948, 1962, 1968, 1990 primary school programs and 1931, 1938, 1949, 1962, 1970, 1985 secondary school programs from social information teaching approaches have seen that the characteristics of citizenship transfer must be included. These programs also identify topics related to the disciplines of social sciences (history, geography, law, political sciences, economics and sociology). In the 1931 and 1938 high school programs, findings in accordance with the characteristics of the reflective research approach were not achieved. In the 1968, 1990, 1998 and 2005 programmes, more clearly compared to other programs, social information has been identified in three approaches (social information as citizenship transfer, social information as social sciences, and social information as reflective research).
The aim of this study is to examine social studies programs in terms of social studies teaching programs from the foundation of the Turkish Republic in 1923 to the present day. The historical method - a survey model used in qualitative research methods - was employed in the study. The data obtained from literature review were analyzed with regards to social studies teaching approaches based on descriptive analysis. The findings showed that issues regarding the citizenship transmission which belong to social studies approaches were definitely included more or less within primary school social studies programs of 1924, 1930, 1948, 1961, 1968, 1990 and secondary school social studies programs of 1932, 1938, 1949, 1962, 1970, 1985. Moreover, topics related to the disciplines of social studies (history, geography, law, politics, economy, sociology) were also identified within these programs. Findings regarding the characteristics of the reflective research approach were not reached in the secondary school programs of 1932, 1938. On the other hand, it was found out that the issues regarding the 3 approaches of social studies (social studies as the citizenship transmission, social studies as social sciences and social studies as reflective inquiry) were included in 1968, 1990, 1998, 2005, and 2017 programs.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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