Sosyal Bilgiler Dersi Öğretim Programı’nın Kültürel Yetkinlik ve Beceriler Işığında İncelenmesi: Türkiye 2018 Programı Örneği

Year 2024, , 62 - 76, 28.03.2024

Fatih Diken , Selman Ablak

https://doi.org/10.17556/erziefd.1367145

Abstract

Bu çalışma Sosyal bilgiler dersi öğretim programını öğrencilerden 21. yüzyılda sahip olunması beklenen kültürel beceriler boyutuyla incelemiştir. Bu kapsamda önce literatürde bulunan çeşitli 21. yüzyıl yetkinlik ve beceri çerçeveleri incelenmiş ve bu çerçevelerin kültür ile ilgili boyutları belirlenerek konuyla ilgili özgün bir çerçeve ortaya konulmuştur. Daha sonra belirlenen bu beceri setlerinin programdaki beceri ve kazanımlara olan yansımaları incelenmiştir. Çalışmada nitel araştırma yöntemlerinden biri olan durum çalışması deseni kullanılmış, veri toplama yöntemi olarak da doküman incelemesi tekniğinden yararlanılmıştır. Elde edilen verilerin çözümlenmesi ise içerik analizi yöntemiyle yapılmıştır. Çalışma sonucunda; kültürel yetkinlikler araştırmacılar tarafından altı başlık halinde kategorize edilmiştir. Programda kültürel okuryazarlık adı altında somut bir beceriye rastlanamamış ancak konuyla doğrudan veya dolaylı olarak ilişkili olduğu düşünülen beceriler tespit edilmiştir. Programda yer verilen kazanımlar incelendiğinde ise çeşitli kültürel yetkinlikler altında yer alan 46 adet kazanım bulunmuştur. Araştırmacılar, mevcut programın kültürlerarası becerileri kazandırma konusunda yetersiz kaldığı konusunda hemfikirdir. Gelecek yıllarda yapılacak olan müfredat güncellemeleri ve yeniliklerle, kültürel becerilerin müfredat içinde daha somut ifadelerle yer alması ve programın içinde kültürler arası becerilere daha fazla vurgu yapılması beklenilmektedir.

Keywords

21. yüzyıl yetkinlik, yeterlilik ve becerileri; sosyal bilgiler öğretim programı, kültürel beceriler, kültürlerarası yeterlilikler, öğrenme kazanımları

Examining the Social Studies Curriculum in Light of Cultural Competence and Skills: A Case Study of the 2018 Program in Türkiye

Abstract

This study examined the Social Studies course curriculum in terms of the cultural skills expected from students in the 21st century. In this context, various 21st-century competency and skill frameworks found in the literature were examined, the cultural dimensions of these frameworks were determined, and an original framework on the subject was presented. Then, the reflections of this determined cultural framework on the skills and learning outcomes in the program were examined. A case study design was used in the study, and the document review technique was used as the data collection method. The data obtained was analyzed using the content analysis method. In the results of our work, cultural competencies have been categorized under six headings by researchers. No concrete skills under the name of cultural literacy were found in the program, but skills that were thought to be directly or indirectly related to the subject were identified. When the learning outcomes included in the program were examined, 46 learning outcomes were found under various cultural competencies. Researchers unanimously agree that the current program lacks in imparting intercultural skills. Future curriculum updates are expected to provide more concrete expressions of cultural competencies and increase emphasis on intercultural skills within the program.

Keywords

21st-century competencies, competency and skills; social studies curriculum, cultural skills, ıntercultural competency and competencies, learning outcomes

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