Abstract:

In this research, the inclusion levels of geographical skills in the social studies curricula prepared and put into practice since 1968, the year when the social studies course started to be taught in Turkey, were examined. The study was designed in document analysis design of qualitative research method. In the study, 1968 Primary School Program, 1969 Social Studies Program to be tried in Secondary Schools, 1990 Primary School 4th and 5th Grade Social Studies Course Curriculum, 1998 Primary School Social Studies Course Curriculum, 2005 Primary School Social Studies Course Curriculum, 2018 Social Studies Course Curriculum (Primary and Secondary School 4th, 5th, 6th and 7th grades) prepared for social studies education in Turkey were used as documents. Based on the results of the research, it was concluded that in all curricula prepared and implemented for the social studies course in Turkey from 1968 to the present day at the primary, secondary and elementary levels; 1998 Elementary Social Studies Curriculum included the most geographical skills and the 2005 Elementary Social Studies Curriculum included the least geographical skills. On the other hand, it was concluded that the most common geographical skill in all curricula was the ability to perceive space, while the least common geographical skills were observation and the ability to draw and interpret tables, graphs and diagrams. In line with these findings, it is recommended that geographical skills should be given equal place in the new social studies curricula to be prepared and geographical skills should be given more place in social studies curricula for a more functional geography teaching. Because in today's education system, more importance is given to skills education and in this context, the skills defined as geographical skills have an important place in the transfer of content related to the discipline of geography, where skills as well as knowledge have a wide place in the social studies course.

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