Examination of the 2024 Social Studies Course Curriculum's Differentiation (Enrichment) Suggestions in Learning Areas

Ahmet Ulusoy

doi:10.33418/education.1750461

TR EN

2024 Sosyal Bilgiler Dersi Öğretim Programı'nın Öğrenme Alanlarındaki Farklılaştırma (Zenginleştirme) Önerilerinin İncelenmesi

Abstract

Türkiye'de son dönemde yapılan müfredat geliştirme çalışmaları, sosyal bilgiler eğitiminde öğrenme-öğretme sürecinin merkezine öğrenciyi yerleştiren aktif katılım odaklı bir paradigmanın artık hakim olduğunu ortaya koymaktadır. Farklılaştırılmış öğretim üzerine yapılan araştırmalar, bu paradigmaya dayalı uygulamaların, yaparak ve deneyimleyerek öğrenmeyi pekiştirdiğini doğrulamaktadır. Özellikle, 2024 yılında hazırlanan Sosyal Bilgiler Ders Müfredatı, öğrenme alanları içinde farklılaştırmaya (zenginleştirme, destek) özel önem vermiş ve farklılaştırma konusunda önerilerde bulunmuştur. Bu çalışma, 2024 Sosyal Bilgiler Ders Müfredatı'nın (2024 SSCC) öğrenme alanlarındaki farklılaştırma önerilerini incelemektedir. Araştırma, nitel araştırma yaklaşımı doğrultusunda tasarlanmış ve veri toplama aracı olarak belge analizi tekniği benimsenmiştir. Araştırmanın ana veri kaynağı 2024 SSCC'dir ve araştırma ile ilgili veriler betimsel analiz kullanılarak incelenmiştir. Araştırma bulguları, farklılaştırılmış öğretim yaklaşımının sosyal bilgiler derslerinde etkili bir şekilde kullanılabileceğini ve bu yaklaşımın öğrencilerin ilgi alanlarına, hazırlık düzeylerine ve öğrenme stillerine göre bireysel uyarlamalar sunabileceğini göstermektedir. Araştırma, 2024 SSCC'yi farklılaştırılmış öğretimle kapsamlı bir şekilde entegre etmek için, programın modüler ve aşamalı yapılar aracılığıyla öğrenci merkezli öğrenme fırsatlarını çeşitlendirmesi ve öğrencilerin üst düzey bilişsel becerilerinin (analiz, sentez, değerlendirme) geliştirilmesi için stratejik yaklaşımlar benimsemesi gerektiğini önermektedir.

Keywords

Öğretim Programı, Sosyal Bilgiler, Farklılaştırılmış Öğretim, Sosyal Bilgiler Dersi Öğretim Programı

Examination of the 2024 Social Studies Course Curriculum's Differentiation (Enrichment) Suggestions in Learning Areas

Abstract

Recent curriculum development efforts in Türkiye reveal that a paradigm centred on active participation, which places the student at the heart of the learning-teaching process in social studies education, is now dominant. Research on differentiated instruction confirms that applications based on this paradigm reinforce learning through doing and experiencing. In particular, the Social Studies Course Curriculum prepared in 2024 has placed special emphasis on differentiation (enrichment, support) within learning areas and has made recommendations on differentiation. This study examines the differentiation recommendations in the learning areas of the 2024 Social Studies Course Curriculum (2024 SSCC). It was designed in line with a qualitative research approach, and document analysis technique was adopted as the data collection tool. The main data source of the research is the 2024 SSCC, and the data related to the research were analysed using descriptive analysis. The research findings indicate that the differentiated teaching approach can be effectively used in social studies lessons and that this approach can offer individual adaptations tailored to students' interests, readiness levels, and learning styles. The research recommends that in order to comprehensively integrate the 2024 SSCC with differentiated instruction, the programme should diversify student-centred learning opportunities through modular and phased structures and adopt strategic approaches for the development of students' higher-order cognitive skills (analysis, synthesis, evaluation).

Keywords

Curriculum, Social Studies, Differentiated Instruction, Social Studies Course Curriculum

Ethical Statement

This study does not fall into the category of studies that are subject to ethics committee approval (requiring the application of a questionnaire or scale, based on interviews or observations, including documents, pictures, questionnaires, clinical, human and animal experiments). In accordance with the TR Index Ethical Principles Flowchart, this study is a document review and does not require ethics committee approval as it does not contain any participants.

References

Abbati, D. G. (2012). Differentiated instruction : Understanding the personal factors and organizational conditions that facilitate differentiated instruction in elementary mathematics classrooms (Publication No. 3526480) [Doctoral dissertation, Berkeley University]. ProQuest Dissertations and Theses Global.
Akdemir, Z. (2019). The effect of differentiated instruction method on teachers and students in social studies lesson: An action study ( Publication No. 586183) [Master's thesis, Erciyes University]. Council of Higher Education National Thesis Centre.
Akhan, N. E., & Çiçek, S. (2021). The place and history of social studies in primary school curricula. In Teaching social studies from theory to practice (ss. 68–93). Pegem Academy Publishing.
Akpınar, B., Yapıcı, Ş., & Çoban, A. (2020). The theoretical foundations of programme development in education. In B. Oral & T. Yazar (Eds.), Programme development and evaluation in education (pp. 43–171). Pegem Academy Publications .
Altun, A. (2013). Constructivist approach, social studies programmes and textbooks]. In B. Akbaba (Eds.), Subject Area Textbook Review Guide Social Studies (ss. 2–26). Pegem Academy Publications.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Atalay, Z. Ö. (2014). The effect of differentiated social studies instruction on academically gifted students' academic achievement, attitudes, critical thinking, and creativity ( Publication No.356625) [Doctoral dissertation, İstanbul University). Council of Higher Education National Thesis Centre.
Avcı, S., & Yüksel, A. (2018). Differentiated instruction theory and practice. Nobel Publications.
Balaban Salı, J. (2016). Data collection. In A. Şimşek (Ed.), Research methods in the social sciences (pp. 135–161). Anadolu University Publication.
Banks, J. (2012). Gifted and talented students. In Encyclopaedia of Diversity in Education (ss. 1–28). SAGE Publications, Inc. https://doi.org/10.4135/9781452218533.n316

Beauchaine, V. C. (2009). Differentiating instruction to close the achievement gap for special education students using everyday math (Publication No. 3344924) [Doctoral dissertation, Boston College]. ProQuest Dissertations and Theses Global.
Beler, Y. (2010). The impact of differentiated instruction environments on classroom management and student academic achievement (Publication No. 278756) [Master's thesis, Maltepe University]. Council of Higher Education National Thesis Centre.
Bergstrom, T. M. (2015). Gatekeepers for gifted social studies: Case studies of middle school teachers (Publication No. 3739532) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longman. Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers and Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Bondley, D. (2011). How will differentiated instruction affect student learning? [Master's thesis, Minot State University-North Dakota]. ProQuest Dissertations and Theses Global.
Burkett, J. A. (2013). Teacher perception on differentiated instruction and its influence on instructional practice (Publication No. 3588271) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations and Theses Global.
Büyüköztürtk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Scientific research methods in education. Pegem Akademi Publishing.
Çetintaş, E. (2019). The use of differentiated worksheets in teaching social studies: An action study ( Publication No. 601532) [Master's Thesis, Erciyes University-Erciyes]. Council of Higher Education National Thesis Centre.
Çolak, E. (2014). Exemplary practices based on new approaches in the teaching-learning process. In S. Fer (Ed.), Learning-teaching theories and approaches (pp. 236–256). Anı Publishing.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Danzi, J., Reul, K., & Smith, R. (2008). Improving student motivation in mixed ability classrooms using differentiated instruction. [Master’s thesis. Saint Xavier University-Chicago]. ProQuest Dissertations and Theses Global.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. In Learning Policy Institute. Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. https://learningpolicyinstitute.org.
Demir, S., & Gürol, M. (2015). The effect of differentiated instruction methods on the retention scores of deep and superficial learners. Pegem Journal of Education and Training, 5(2), p. 187–206. https://doi.org/10.14527/pegegog.2015.010
Ellis, D., Ellis, K., Huemann, L., & Stolarik, E. (2007). Improving mathematics skills using differentiated ınstruction with primary and high school students. Online Submission.
Gangi, S. (2011). Differentiating instruction using multiple intelligences in the elementary school classroom: A literature review. [Master's thesis, University of Wisconsin-Stout]. https://www2.uwstout.edu/content/lib/thesis/2011/2011gangis.pdf
Gibson, E. L. (2005). Addressing the needs of diverse learners through differentiated instruction. [Master's thesis, Humboldt State University]. https://scholarworks.calstate.edu/downloads/9593tx39x
Good, M. (2006). Differentiated instruction: Principles and techniques for the elementary grades (Publication No. ED491580) [Master thesis, Dominican University-California]. ProQuest Dissertations and Theses Global.
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Free Spirit Publishing.
Heacox, D. (2014). Differentiating instruction in the regular classroom: How to reach and teach all learners. Free Spirit Publishing.
Hellman, D. W. (2007). Implementing differentiated instruction in urban, title I schools: Effects of facilitated support groups and program fidelity on student achievement (Publication No. 3306865) [Doctoral dissertation, Department of Exceptional Student Education College of Education University-South Florida]. ProQuest Dissertations and Theses Global.
Kaplan Sayı, A. (2013). The effect of differentiated foreign language teaching on access, critical thinking and creativity in gifted students (Publication No. 351517) [Doctoral dissertation, İstanbul University-İstanbul]. Council of Higher Education National Thesis Centre.
Kara, C. (2019). Social studies: the relationship between philosophy and sociology. In C. Kara (Ed.), The fundamentals of social studies (pp. 54–71). Pegem Academy Yayınları.
Karadağ, R. (2010). Application of differentiated instruction approach in primary school Turkish course: An action research (Publication No. 263134) [Doctoral dissertation, Anadolu University]. Council of Higher Education National Thesis Centre.
Kronberg, R., York-Barr, J., Arnold, K., Gombos, S., Truex, S., Vallejo, B., & Stevenson, J. (1997). Differentiated instruction and learning in heterogeneous classrooms: Strategies for meeting the needs of all students. Institute on Community Integration, Universiyt of Minnosota.
Lott, M. (2021). The relationship between differentiated instruction and student achievement found in title ı 3rd-5th grade elementary school students: A quantitative quasi- experimental design study (Publication No. 28776716) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.
Maddox, C. (2015). Elementary (K-5) teachers' perceptions of differentiated instruction [Doctoral dissertation, Walden University]. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1323&context=dissertations
MEB. (2018). Social studies course curriculum. Ministry of National Education of the Republic of Turkey.
MEB. (2024a). Social studies course curriculum . Ministry of National Education of the Republic of Turkey.
MEB. (2024b). The Turkish Century Education Model. https://tymm.meb.gov.tr/ogretim-programlari/sosyal-bilgiler-dersi
Merriam, S. B. (2018). A guide to qualitative research design and application (S. Turan (eds.)). Nobel Academic Publishing.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x
Moon, T. R. (2005). The role of assessment in differentiation. Theory Into Practıce, 44(3), 226–233. Onyishi, C. N., & Sefotho, M. M. (2020). Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms: Implication for teacher education. International Journal of Higher Education, 9(6), 136–150. https://doi.org/10.5430/ijhe.v9n6p136
Özer, S., & Yılmaz, E. (2016). Differentiated instruction. In E. Yılmaz, M. Çalışkan, & S. A. Sulak (Eds.), Reflections from educational sciences. Çizgi Bookstore.
Özkanoğlu, Ö. (2015). Early childhood teachers’ views about and practices with differentiated instruction in the primary years programme (Publication No. 31666007) [Doctoral dissertation, Middle East Technical University]. ProQuest Dissertations and Theses Global.
Piaget, J., & Inhelder, B. (2008). The psychology of the child. Basic books.
Pope, N. G. (2022). A qualitative study identifying perspectives, experiences, and needs of school principals and teachers to lead a culture of differentiated instruction and learning (Publication No. 31666007) [Doctoral dissertation, Louisiana Tech University]. ProQuest Dissertations and Theses Global.
Prince, F. G. (2020). Middle school teachers’ use of differentiated instruction strategies (Publication No. 28416813)[Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.
Puentedura, R. (2014). SAMR and TPACK: Intro to advanced practice. Hippasus.
Rodriguez, A. (2012). An analysis of elementary school teachers’ knowledge and use of differentiated instruction (Publication No. 36627802) [Doctoral dissertation, Olivet Nazarene University]. ProQuest Dissertations and Theses Global.
Rogers, J. M. (1995). Perceptions of staff of the Lincoln Public Schools concerning the implementation of differentiated social studies classes for gifted students in a middle school setting: A case study (Publication No. 9609435) [Doctoral dissertation, The University of Nebraska]. ProQuest Dissertations and Theses Global.
Santamaria, L., & Thousand, J. (2018). Collaboration, co-teaching, and differentiated instruction: A process-oriented approach to whole schooling. International Journal of Whole Schooling, 1(1), 13–28.
Sherman, W. (2008). Differentiated instruction: A review of the literature. In Metropolitan Educational Research Consortium. Educational Leadership, Virginia.
Stewart, O. S. (2016). Teachers’ perceptions of differentiated instruction in elementary reading (Publication No. 10099258) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.
Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947. Şaldırdak, B. (2012). The effect of differentiated instruction practices on mathematics achievement (Publication No. 347373) [Master's thesis, Ankara University]. Council of Higher Education National Thesis Centre.
Şentürk, C. (2017). Examining the effectiveness of differentiated instruction programmes implemented in primary schools (Publication No. 471803) [Doctoral dissertation, Necmettin Erbakan University]. Council of Higher Education National Thesis Centre.
Tanyel, H. H. (2022). The effect of differentiated instruction activities on the acquisition of financial literacy skills in social studies classes (Publication No. 752585) [Doctoral dissertation, Necmettin Erbakan University]. Council of Higher Education National Thesis Centre.
Tay, B. (2017). Life knowledge: The knowledge of life. In B. Tay, Ş. Uçuş Güldalı, & M. Baş (Eds.), Teaching life skills through activity examples (pp. 1–39). Pegem Academy Publications.
Thakur, K. (2014). Differentiated instruction in the inclusive classroom. Research Journal of Educational Sciences, 2(7), 10–14.
Theisen, T. (2002). Differentiated instruction in the foreign language classroom: Meeting the diverse needs of all learners. Lote Ced Comminuque, 6. https://sedl.org/loteced/communique/n06.pdf
Tomlinson, C. A. (1995). Deciding to differentiate instruction in middle school: One school’s journey. Gifted Child Quarterly, 39(2), 77–87. https://doi.org/doi:10.1177/001698629503900204
Tomlinson, C. A. (1999a). Mapping a route toward differentiated instruction. Educational Leadership, 57(1), 12–16.
Tomlinson, C. A. (1999b). The differentiated classroom: Responding to the needs of all learners. https://books.google.com/books?hl=tr&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=Tomlinson,+C.+A.+(1999).+The+differentiated+classroom:+Responding+to+the+needs+of+all+learners.+ASCD.&ots=AhokrRjaqq&sig=Isyw42TLs2e-jjrRZbankNLOcsQ
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classroom. Ascd.
Tomlinson, C. A. (2005a). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44(3), 262–269.
Tomlinson, C. A. (2005b). Travelling the road to differentiation in staff development. Journal of Staff Development, 26(4), 8–12.
Tomlinson, C. A. (2007). Learning to love assessment. Educational Leadership, 65(4), 8–13.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2. baskı).
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. https://books.google.com/books?hl=tr&lr=&id=DYzgEAAAQBAJ&oi=fnd&pg=PP4&dq=Tomlinson,+C.+A.+(2017).+How+to+differentiate+instruction+in+academically+diverse+classrooms.+ASCD.&ots=C9QjwcBiYv&sig=elqSOKTEyus29xf_D2t0wLlz6CE
Tomlinson, C. A., & Stickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9-12. Association for Supervision and Curriculum Development.
Tulbure, C. (2011). Differentiated instruction for pre-service teachers: An experimental investigation. Procedia - Social and Behavioral Sciences, 30, 448–452. https://doi.org/10.1016/j.sbspro.2011.10.088
Turan, R., Gedik, H., & Kutluay, G. (2025). 2024 A comparative analysis of the 2024 Social Studies Curriculum. Ulusal Eğitim Akademisi Journal, 9(1), 107–134.
Üçarkuş, E. (2020). Examining the impact of differentiated instruction on students' academic achievement and skill attainment in social studies classes, and their opinions (Publication No. 643324) [Doctoral dissertation, Gazi University]. Council of Higher Education National Thesis Centre.
Ulusoy, A. (2023). Historical analysis of differentiated instruction practices in social studies education and evaluation of their current implementation process based on teachers' opinions (Publication No. 839730) [Doctoral dissertation, Necmettin Erbakan University]. Council of Higher Education National Thesis Centre.
Umar, Ç. N. (2014). The effect of differentiated instruction environments using blended learning methods on the academic achievement, critical thinking skills and creativity of gifted and talented students (Publication No. 381932) [Doctoral dissertation, İstanbul University]. Council of Higher Education National Thesis Centre.
Uzun, A. (2022). The views of gifted students on differentiated instruction activities in social studies classes (Publication No. 725605) [Doctoral dissertation, Gazi University]. Council of Higher Education National Thesis Centre.
Valiandes, S. (2015). Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness. Studies in Educational Evaluation, 45, 17–26. https://doi.org/10.1016/j.stueduc.2015.02.005
Waid, N. (2016). Social studies teachers’ use of differentiated instruction to help struggling learners (Publication No.10096872) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.
Wan, S. W. Y. (2017). Differentiated instruction: Are Hong Kong in-service teachers ready? Teachers and Teaching: Theory and Practice, 23(3), 284–311. https://doi.org/10.1080/13540602.2016.1204289
Yabaş, D. (2008). Examining the effect of differentiated instruction design on students' self-efficacy perceptions, metacognitive skills, and academic achievement. [Master's theses. Yıldız Teknik University]. Council of Higher Education National Thesis Centre.
Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in social sciences. Seçkin Publishing.
Yıldırım, Y., & Çalışkan, A. (2024). Comparative analysis of the 2024 Social Studies Curriculum with the 2005, 2015, and 2018 curricula. USOBED International Western Black Sea Journal of Social Sciences and Humanities, 8(1), 108–142.

Details

Primary Language

English

Subjects

Curriculum Evaluation in Education, Inclusive Education

Journal Section

Research Article

Authors

Ahmet Ulusoy ^*
0000-0002-3466-1443
Türkiye

Early Pub Date

January 26, 2026

Publication Date

January 26, 2026

Submission Date

July 25, 2025

Acceptance Date

November 23, 2025

Published in Issue

Year 2026 Number: 60

DOI

https://doi.org/10.33418/education.1750461

IZ

https://izlik.org/JA28PP94SB

APA

Ulusoy, A. (2026). Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas. Educational Academic Research, 60, 45-61. https://doi.org/10.33418/education.1750461

AMA

1.Ulusoy A. Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas. Educational Academic Research. 2026;(60):45-61. doi:10.33418/education.1750461

Chicago

Ulusoy, Ahmet. 2026. “Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas”. Educational Academic Research, nos. 60: 45-61. https://doi.org/10.33418/education.1750461.

EndNote

Ulusoy A (March 1, 2026) Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas. Educational Academic Research 60 45–61.

IEEE

[1]A. Ulusoy, “Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas”, Educational Academic Research, no. 60, pp. 45–61, Mar. 2026, doi: 10.33418/education.1750461.

ISNAD

Ulusoy, Ahmet. “Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas”. Educational Academic Research. 60 (March 1, 2026): 45-61. https://doi.org/10.33418/education.1750461.

JAMA

1.Ulusoy A. Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas. Educational Academic Research. 2026;:45–61.

MLA

Ulusoy, Ahmet. “Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas”. Educational Academic Research, no. 60, Mar. 2026, pp. 45-61, doi:10.33418/education.1750461.

Vancouver

1.Ahmet Ulusoy. Examination of the 2024 Social Studies Course Curriculum’s Differentiation (Enrichment) Suggestions in Learning Areas. Educational Academic Research. 2026 Mar. 1;(60):45-61. doi:10.33418/education.1750461

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
29929

2024 Sosyal Bilgiler Dersi Öğretim Programı'nın Öğrenme Alanlarındaki Farklılaştırma (Zenginleştirme) Önerilerinin İncelenmesi

Abstract

Keywords

Examination of the 2024 Social Studies Course Curriculum's Differentiation (Enrichment) Suggestions in Learning Areas

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite