Comparative Analysis of Social Studies Curricula in Türkiye (2005, 2018, 2023 and 2024)
Abstract
The aim of this study is to comparatively examine the social studies curricula implemented in Türkiye following the adoption of the constructivist approach. In this context, the curricula published in 2005, 2018, 2023, and 2024 were analyzed in terms of their formal characteristics, learning areas, objectives/learning outcomes, skills, values, and topics related to Atatürkism. This study employed document analysis, one of the qualitative research methods. The data sources consisted of the relevant social studies curricula. The data were analyzed using descriptive analysis. The findings revealed both similarities and differences among the curricula across all dimensions. In particular, changes were observed in the organization of skills and values, differences emerged in the scope and content of learning areas, and variations were identified in the treatment of topics related to Atatürkism over time. The findings indicate a general tendency toward content reduction in the curricula, while skills, values, and topics related to Atatürkism have varied across different periods, and the 2024 curriculum stands out with its holistic structure. These results are expected to contribute to a better understanding of the development process of the curricula and to guide future curriculum development efforts.
Keywords
Social studies curriculum, Skill, Value, Learning areas, Atatürkism topics
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