Abstract:

The change of Turkish education concept in 2005-2006 education period and social studies lesson curriculum program (SSLCP) which was applied as a result of this change had been shaped by constructivist approach different from previous education concepts. In this study it is aimed to compare social studies lesson curriculum program (SSLCP) published in 2005 and 2017 and revised in 2018. In this study, a descriptive method, scanning model was used. The data source of the study social studies lesson curriculum program (SSLCP) published by the Ministry of National Education in 2005 and revised by the Ministry of National Education in 2017 and published in 2018 . According to result of the study, In the 2005 social studies lesson curriculum, the units in each learning field were included however in 2017 social studies lesson curriculum program, instead of units in learning field, direct learning areas and learning outcomes were included. So it could be said that in 2007 Social Studies Lesson Curriculum Program (SSLCP) concept of unit was ended. The general aims of the 2005 SSLCP were gathered under 17 topics, while the objectives of the 2017 SSLCP were collected under 18 topics under the title of special aims. Concepts and level of presentation of concepts in 2005 program association with in-class, other courses and disciplines, activities, parts such as value and skills to be given directly were not included in the 2017 program. The subject restriction indicated by the warnings contained in the 2005 program was directly given under the title of learning outcome. Instead of the value and skills to be given directly to each unit as it was done in the 2005 program, it was given at the entrance of the learning area as multiple values and skills in the 2017 program. In 2017 SSLCP, the number of learning areas were reduced from 9 to 7 Groups, Institutions and Social organizations, Time, Continuity, Change and Power, Management and Community learning areas which had been took place in 2005 program, were not included in the 2017 program Power, Management, Society and Groups, Institutions and Social Organizations were combined under the name of Effective Citizenship. 10 "fundamental values" in all levels and lessons in primary and secondary education that had not been included in the 2005 program were added to the 2017 SSLCP. The overall value of 20 in the 2005 program were reduced to 18 in the 2017 (SSLCP). The skills that is desired to be acquired were not took place in the Program of 2005, were determined according to Turkish Qualifications Framework. The total number of skills required to be given directly in the 2005 program was 9 general 6 for social science and 15 in total. However in 2017 program it was increased to 27 in total. In the 2017 SSLCP the skills were not divided into general and social knowledge-specific, as it is done in the 2005 SSLCP. The number of learning outcomes for the 4th grade were reduced from 47 as it was included in program of 2005 to 33. When two programs were compared in general, it could be inferred that program of 2017 were simpler than the program of 2017 and the sections of Ataturkism, associations, activities, etc. included in the 2005 program, were not included in the 2017 program. Moreover it could be said that there was a remarkable decrease in the number of learning outcomes. The fundamental values and Turkish Qualifications Framework of 2017 program were not included in 2005 program.

Keywords: