Research Article
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Examining Trends in Primary Education in the World and Turkey

Year 2019, , 45 - 54, 07.10.2019
https://doi.org/10.18506/anemon.506593

Abstract

The
aim of this research is to examine the orientations in primary education in the
world and our country. Research is the type of document review from qualitative
research methods. Current documents about primary education in the world and
our country have been examined. In the analysis of the data, content analysis
method was used. As a result of the research, it has been determined that the
number of education semesters in developed world countries is three or four. In
other countries, the duration of summer holidays varies between 6-14 weeks,
while the short duration of summer holidays in developed countries is
important. Trends in primary education in the world and Turkey has been reached
on the following themes: values education, full-time education, technology,
communication, career education, family involvement, environmental education,
fight against drugs, consumer education, foreign language training, process
evaluation, done on Saturday teaching , the division of the academic year into
three or four semesters, lunch given to the schools. Suggestions were made
within the scope of the research results.  

References

  • Alexander, T. (1998). Transforming primary education in partnership with parents. C. Richards & P. H. Taylor (Ed.), How shall we school our children? primary education and its future içinde (ss. 123-136). London: Falmer Press.
  • Amadio, M., Gross, S., Ressler, P. & Nhung T. (2005). Quality education for all? world trends in educational aims and goals between the 1980s and the 2000s, UNESCO.
  • Andersen, F. Ø. (2007). International trends in primary school education: an overview based on case studies in Finland, Denmark and Japan. Bilund, Denmark: Lego Learning Institute.
  • Aybek, B. (2016). Her yönüyle “tam gün” eğitim! https://sahinaybek.com.tr/her-yonuyle-tam-gun-egitim/
  • Blanc, E. (1990). Primary education: ıssues and trends. International Journal of Educational Management, 4(3), 27-31. doi:10.1108/09513549010135482
  • Blenkin, G. & Kelly, V. (1998). The concept of a devolopmental curriculum. J. Moyles & L. Hargreaves (Ed.), The primary curriculum: learning from ınternational perspectives içinde (ss. 28-41). New York, USA: Routledge.
  • Blyth, A. (1998). English primary education: looking backward to look forward. Richards, C. & Taylor, P. H. (Ed.), How shall we school our children? primary education and its future (ss. 3-16). London: Falmer Press.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods (5th ed.). Boston: Pearson Education, Inc.
  • Borghi, L. (1974). Perspectives in primary education. The Hague, Netherlands.
  • Braun, V. & Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Bruns, B., Mingat, A. & Rakotomalala, R. (2003). Achieving universal primary education by 2015: a chance for every child (1). World Bank Publications.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education Inc.
  • Creswell, J. W. (2013). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (Çev. Ed: S. B. Demir). İstanbul: Eğiten Kitap.
  • Cunningham, P. (1998). From the good old days to a brave new world? aims and purposes of primary schooling. C. Richards & P. H. Taylor (Ed.), How shall we school our children? primary education and its future içinde (ss.17-29). London: Falmer Press.
  • Easton, C., Knight, S. & Kendall, L. (2005). Annual survey of trends in primary education: survey of 2004 (lga research report 8/05), NFER, Slough.
  • Gültekin, M. (2007). Dünyada ve Türkiye'de ilköğretimdeki yönelimler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(2), 477-502.
  • Gültekin, M. (2014). Dünyada ve Türkiye’de ilköğretim programlarındaki yönelimler. İlköğretim Online, 13(3), 726-745.
  • Hayes, D. (2006). Primary education. Oxon, England: David Fulton Publishers.
  • Hayes, D. (2010). Encyclopedia of primary education, Oxon, England: Routledge.
  • Jacobs, H. H. (2010). Upgrading content: provocation, ınvigoration, and replacement. H. H. Jacobs (Ed.), Curriculun 21: essential education for a changing world içinde (ss. 30-59). Virginia, USA: ASCD Publications.
  • Janesick, V. J. (2003). Curriculum trends: a reference handbook, USA: ABC-CLIO Inc.
  • Littledyke, M. (1998). Constructivist ıdeas about learning. M. Littledyke & L. Huxford (Ed.), Teaching the primary curriculum for constructive learning içinde (ss.1-16). Oxon, England: David Fulton Publishers.
  • Lockheed, M. E., & Verspoor, A. M. (1991). Improving primary education in developing countries. Oxford: University Press for World Bank.
  • MEB (Milli Eğitim Bakanlığı) (2017). Tam gün eğitim için 45 bin derslik yatırımı. http://www.meb.gov.tr/tam-gun-egitim-icin-45-bin-derslik-yatirimi/haber/15189/tr, (01.03.2018).
  • MEB (Milli Eğitim Bakanlığı) (2018a). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara.
  • MEB (Milli Eğitim Bakanlığı) (2018b). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara.
  • Merriam, S. B. (2013). Nitel araştırma: desen ve uygulama için bir rehber (Çev. Edt.: Prof. Dr. Selahatin Turan). Ankara: Nobel Akademik Yayıncılık.
  • Métais, J. L. (2003). Internatinational trends in primary education. INCA Thematic Study.
  • Miles, B. & Huberman, M. (2015). Genişletilmiş bir kaynak kitap: nitel veri analizi (Çev. Ed.: S. Akbaba Altun, A. Ersoy). Ankara: Pegem Akademi.
  • Miller, R. (2001). 21st century transitions: opportunities, risks and strategies for governments and schools. schooling for tomorrow: what schools for the future?. OECD/CERI.
  • Muedini, F. (2015). Human rights and universal child primary education. New York: Palgrave Macmillan.
  • OECD (Organisation for Economic Co-operation and Development) (2017). Education at a glance 2017: oecd indicators. Paris, OECD Publishing, doi:10.1787/eag-2017-en
  • Ornstein, A. C. (1981). Curricular innovations and trends: recent past, present, and future. Peabody Journal of Education, 59(1), 46-53.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri), (Çev. Ed.: M. Bütün, S. B. Demir). Ankara: Pegem Akademi.
  • Ramachandran, V. (2004). Gender and social equity in primary education: hierarchies of access. India: SAGE Publications.
  • Sönmez, V. & Alacapınar, F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Stewart, V. (2010). A classroom as wide as the world. H. H. Jacobs (Ed.). Curriculum 21: essential education for a changing world içinde (ss. 97-114). USA: ASCD Publications.
  • TDK (Türk Dil Kurumu) (2018). Türk dil kurumu güncel türkçe sözlük. (01.03.2018).
  • Triggs, P. & Pollard, A. (1998). Pupil experience and a curriculum for life-long learning. C. Richards & P. H. Taylor (Ed.). How shall we school our children? primary education and its future içinde (ss.108-122). London: Falmer Press,
  • UNICEF (United Nations International Children's Emergency Fund) (2016). The state of the world's children 2016: a fair chance for every child. New York.
  • Wang, Y. (2014). Education policy reform trends in g20 members. London: Springer Science & Business Media.
  • Wilmarth, S. (2010). Five socio-technology trends that change everything in learning and teaching. H. H. Jacobs (Ed.), Curriculum 21: essential education for a changing world içinde (ss. 80-96). USA: ASCD Publications.

Dünya’da ve Türkiye’de İlkokul Eğitimindeki Yönelimlerin İncelenmesi

Year 2019, , 45 - 54, 07.10.2019
https://doi.org/10.18506/anemon.506593

Abstract

Bu
araştırmanın amacı dünyada ve ülkemizde ilkokul eğitimindeki yönelimlerin
incelenmesidir. Araştırma nitel araştırma yöntemlerinden doküman inceleme
türündedir. Dünyada ve ülkemizde ilkokul eğitimi ile ilgili güncel dokümanlar
incelenmiştir. Verilerin analizinde içerik analizi kullanılmıştır. Araştırma
sonucunda, gelişmiş dünya ülkelerinde eğitim-öğretim dönem sayısının üç veya
dört olduğu belirlenmiştir. Diğer ülkelerde yaz tatili süresi 6-14 hafta
arasında değişmekle birlikte, gelişmiş ülkelerin yaz tatili süresinin kısalığı
önemlidir. Dünyada ve Türkiye’de ilkokul eğitimindeki eğilimlere ilişkin şu
temalara ulaşılmıştır: Değerler eğitimi, tam gün eğitim, teknoloji, iletişim,
kariyer eğitimi, aile katılımı, çevre eğitimi, uyuşturucuyla mücadele, tüketici
eğitimi, yabancı dil eğitimi, süreç değerlendirme, cumartesi günü öğretim
yapılmaması, öğretim yılının üç ya da dört yarıyıla bölünmesi, okullarda öğle
yemeği verilmesi. Araştırma sonuçları kapsamında önerilerde bulunulmuştur.  

References

  • Alexander, T. (1998). Transforming primary education in partnership with parents. C. Richards & P. H. Taylor (Ed.), How shall we school our children? primary education and its future içinde (ss. 123-136). London: Falmer Press.
  • Amadio, M., Gross, S., Ressler, P. & Nhung T. (2005). Quality education for all? world trends in educational aims and goals between the 1980s and the 2000s, UNESCO.
  • Andersen, F. Ø. (2007). International trends in primary school education: an overview based on case studies in Finland, Denmark and Japan. Bilund, Denmark: Lego Learning Institute.
  • Aybek, B. (2016). Her yönüyle “tam gün” eğitim! https://sahinaybek.com.tr/her-yonuyle-tam-gun-egitim/
  • Blanc, E. (1990). Primary education: ıssues and trends. International Journal of Educational Management, 4(3), 27-31. doi:10.1108/09513549010135482
  • Blenkin, G. & Kelly, V. (1998). The concept of a devolopmental curriculum. J. Moyles & L. Hargreaves (Ed.), The primary curriculum: learning from ınternational perspectives içinde (ss. 28-41). New York, USA: Routledge.
  • Blyth, A. (1998). English primary education: looking backward to look forward. Richards, C. & Taylor, P. H. (Ed.), How shall we school our children? primary education and its future (ss. 3-16). London: Falmer Press.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods (5th ed.). Boston: Pearson Education, Inc.
  • Borghi, L. (1974). Perspectives in primary education. The Hague, Netherlands.
  • Braun, V. & Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  • Bruns, B., Mingat, A. & Rakotomalala, R. (2003). Achieving universal primary education by 2015: a chance for every child (1). World Bank Publications.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education Inc.
  • Creswell, J. W. (2013). Araştırma deseni: nitel, nicel ve karma yöntem yaklaşımları (Çev. Ed: S. B. Demir). İstanbul: Eğiten Kitap.
  • Cunningham, P. (1998). From the good old days to a brave new world? aims and purposes of primary schooling. C. Richards & P. H. Taylor (Ed.), How shall we school our children? primary education and its future içinde (ss.17-29). London: Falmer Press.
  • Easton, C., Knight, S. & Kendall, L. (2005). Annual survey of trends in primary education: survey of 2004 (lga research report 8/05), NFER, Slough.
  • Gültekin, M. (2007). Dünyada ve Türkiye'de ilköğretimdeki yönelimler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 7(2), 477-502.
  • Gültekin, M. (2014). Dünyada ve Türkiye’de ilköğretim programlarındaki yönelimler. İlköğretim Online, 13(3), 726-745.
  • Hayes, D. (2006). Primary education. Oxon, England: David Fulton Publishers.
  • Hayes, D. (2010). Encyclopedia of primary education, Oxon, England: Routledge.
  • Jacobs, H. H. (2010). Upgrading content: provocation, ınvigoration, and replacement. H. H. Jacobs (Ed.), Curriculun 21: essential education for a changing world içinde (ss. 30-59). Virginia, USA: ASCD Publications.
  • Janesick, V. J. (2003). Curriculum trends: a reference handbook, USA: ABC-CLIO Inc.
  • Littledyke, M. (1998). Constructivist ıdeas about learning. M. Littledyke & L. Huxford (Ed.), Teaching the primary curriculum for constructive learning içinde (ss.1-16). Oxon, England: David Fulton Publishers.
  • Lockheed, M. E., & Verspoor, A. M. (1991). Improving primary education in developing countries. Oxford: University Press for World Bank.
  • MEB (Milli Eğitim Bakanlığı) (2017). Tam gün eğitim için 45 bin derslik yatırımı. http://www.meb.gov.tr/tam-gun-egitim-icin-45-bin-derslik-yatirimi/haber/15189/tr, (01.03.2018).
  • MEB (Milli Eğitim Bakanlığı) (2018a). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara.
  • MEB (Milli Eğitim Bakanlığı) (2018b). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara.
  • Merriam, S. B. (2013). Nitel araştırma: desen ve uygulama için bir rehber (Çev. Edt.: Prof. Dr. Selahatin Turan). Ankara: Nobel Akademik Yayıncılık.
  • Métais, J. L. (2003). Internatinational trends in primary education. INCA Thematic Study.
  • Miles, B. & Huberman, M. (2015). Genişletilmiş bir kaynak kitap: nitel veri analizi (Çev. Ed.: S. Akbaba Altun, A. Ersoy). Ankara: Pegem Akademi.
  • Miller, R. (2001). 21st century transitions: opportunities, risks and strategies for governments and schools. schooling for tomorrow: what schools for the future?. OECD/CERI.
  • Muedini, F. (2015). Human rights and universal child primary education. New York: Palgrave Macmillan.
  • OECD (Organisation for Economic Co-operation and Development) (2017). Education at a glance 2017: oecd indicators. Paris, OECD Publishing, doi:10.1787/eag-2017-en
  • Ornstein, A. C. (1981). Curricular innovations and trends: recent past, present, and future. Peabody Journal of Education, 59(1), 46-53.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (3. baskıdan çeviri), (Çev. Ed.: M. Bütün, S. B. Demir). Ankara: Pegem Akademi.
  • Ramachandran, V. (2004). Gender and social equity in primary education: hierarchies of access. India: SAGE Publications.
  • Sönmez, V. & Alacapınar, F. G. (2011). Örneklendirilmiş bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
  • Stewart, V. (2010). A classroom as wide as the world. H. H. Jacobs (Ed.). Curriculum 21: essential education for a changing world içinde (ss. 97-114). USA: ASCD Publications.
  • TDK (Türk Dil Kurumu) (2018). Türk dil kurumu güncel türkçe sözlük. (01.03.2018).
  • Triggs, P. & Pollard, A. (1998). Pupil experience and a curriculum for life-long learning. C. Richards & P. H. Taylor (Ed.). How shall we school our children? primary education and its future içinde (ss.108-122). London: Falmer Press,
  • UNICEF (United Nations International Children's Emergency Fund) (2016). The state of the world's children 2016: a fair chance for every child. New York.
  • Wang, Y. (2014). Education policy reform trends in g20 members. London: Springer Science & Business Media.
  • Wilmarth, S. (2010). Five socio-technology trends that change everything in learning and teaching. H. H. Jacobs (Ed.), Curriculum 21: essential education for a changing world içinde (ss. 80-96). USA: ASCD Publications.
There are 42 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Özgür Babayiğit 0000-0001-6123-0609

Publication Date October 7, 2019
Acceptance Date February 18, 2019
Published in Issue Year 2019

Cite

APA Babayiğit, Ö. (2019). Dünya’da ve Türkiye’de İlkokul Eğitimindeki Yönelimlerin İncelenmesi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5), 45-54. https://doi.org/10.18506/anemon.506593

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.