Assessment of the 2017 primary school social studies curriculum according to teachers' views 2017 ilkokul sosyal bilgiler dersi öğretim programı’nın öğretmen görüşlerine göre değerlendirilmesi

Taş H., Kıroğlu K.

Elementary Education Online, vol.17, no.2, pp.697-716, 2018 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 17 Issue: 2
  • Publication Date: 2018
  • Doi Number: 10.17051/ilkonline.2018.419041
  • Journal Name: Elementary Education Online
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.697-716
  • Keywords: Curriculum, Primary school, Social studies, Teacher
  • Ondokuz Mayıs University Affiliated: Yes


In this research which is a screening model, it was aimed to evaluate the newly implemented 2017 Primary School Social Studies Curriculum according to the teachers' views. In determining the views on the curriculum; objectives (aims), content, educational process (learning and teaching) and measurement-assessment items which are the basis of the curriculum are based on. The data needed for the research were gathered by means of a data collection tool developed by the researchers entitled "Teacher Opinions Regarding Primary School Social Studies Course Curriculum". Data of the research has been obtained from 92 teachers selected by criterion sampling method among 568 classroom teachers working in official primary schools in Altınordu County of Ordu Province. Frequency (f) and percentages (%) were used in the analysis of the obtained data. In the research, it is concluded that the objectives of the program have been clearly and comprehensively determined in such a way as to earn the individual national, spiritual and universal values, but the goals are not compatible with the general and specific aims of Turkish National Education, that the program content takes into account the interests and needs of individuals and their developmental characteristics and readiness levels, but the contents are very intense; that the educational process (learning and teaching) is appropriate to the application-based, student-centered and contemporary learning-teaching methods, techniques and strategies; but the length of the lessons is not sufficient in terms of learning-teaching processes; that methods and techniques that are envisaged in the program are appropriate to the objectives and the program content but that the individual differences are not taken into consideration in the measurement-assessment process and that the measurement-assessment criteria, methods and techniques specified in the program are not applicable in terms of course duration.