Abstract:

This study aims to identify the differences between the 2009 Turkish teaching program and the 2015 Turkish teaching program, which was implemented and removed shortly. In the study, the 2009 and 2015 Turkish curricula programs were evaluated by comparing the objectives, content, learning-learning process and measurement objects, which are the four main objects of the curriculum. The research limited to the primary school classes 1 to 4, is designed in the quality model. In the research, document analysis from data collection methods was used. The 2009 and 2015 Turkish Teaching Programs, which were implemented by the Ministry of National Education as a document, were examined. Imaginary analysis approach is used in the analysis of data. The data obtained in accordance with the research questions are presented under the objectives, content, learning process and measurement-evaluation themes, which are the main objects of the educational programs. Compared to the programs, the biggest changes in the 2015 program have been found in achievements, learning fields and topics. While the 2009 program is more simple than the preparation, there are considerable shortcomings in the 2015 program. When new programs are developed, a interdisciplinary approach can be useful for teachers to have examples of activity, text processing and evaluation, with regard to the effectiveness of the program.

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