Özet:

The purpose of this study was to investigate the objectives specified in the 4-7 grade curriculum of the course Social Studies, which was published in 2005 and revised in 2009, and put into practised by the Ministry of National Education and the assessment questions published in 2014 by the Ministry of National Education in terms of the levels of the SOLO Taxonomy. In the study, document analysis techniques of qualitative research methods were applied. According to the findings of the study, nearly half of the educational objectives in the Social Studies Curriculum for fourth and fifth graders corresponded to the unistructural and multistructural levels, and there were fewer objectives for the unistructural level but more objectives for the relational level for sixth and seventh graders. In addition, there were no objectives intended for the extended abstract level for seventh graders, and the number of objectives intended for the extended abstract level for the other graders was significantly lower in proportion to the total number of objectives. As for the distribution of the assessment questions by the levels of the SOLO taxonomy, the questions for fourth graders were mostly intended for testing the unistructural level, which was followed by the multistructural level, the relational level, and the extended abstract level. For fifth graders, the number of questions designed for testing the unistructural level decreased whereas the multistructural level, the relational level and the extended abstract level were increasingly represented. Even so, the extended abstract level was slightly represented in the assessment questions for sixth graders. Finally; for the assessment questions in the seventh grade textbook, the repsesentation ratio of unistructural level was high whereas the relational level was low and extended abstract level was represented with only one question.

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