ANALYSING TYMM CURRICULA IN THE CONTEXT OF CLIMATE JUSTICE AND ENVIRONMENTAL ETHICS

Öz

This study aims to examine the elementary school lessons of Turkish, Life Sciences, Human Rights, Citizenship and Democracy (IHVD), Social Studies and Science curricula developed within the scope of the The Century of Türkiye Education Model (TYMM) in the context of climate justice and environmental ethics. In this qualitative research design study, document analysis method was used and the data were analysed by content analysis technique. The findings revealed that a total of 317 statements such as values, dispositions, skills, concepts, learning outcomes and process components related to climate justice and environmental ethics were included in the Science curriculum. In the same context, 163 statements were identified in the Life Sciences curriculum, 103 in the Social Studies curriculum, 11 in the Turkish curriculum and 6 in the IHVD curriculum. The results obtained show that the curricula within the scope of TYMM have a holistic structure that supports the understanding of sustainable life from the perspective of climate justice and environmental ethics. However, integrating basic concepts such as climate justice and environmental ethics into the curricula in a more explicit, systematic and multidimensional way will create a structure that is more compatible with the basic approach of the TYMM and the student profile it targets. In this way, a significant contribution will be made to raising students as virtuous individuals who are sensitive to nature and social problems.

Anahtar Kelimeler

• TYMM
• curriculum
• climate justice
• environmental ethics
• global climate crisis
• environmental education

TYMM ÖĞRETİM PROGRAMLARININ İKLİM ADALETİ VE ÇEVRESEL ETİK BAĞLAMINDA ANALİZİ

Öz

Bu çalışma, Türkiye Yüzyılı Maarif Modeli (TYMM) kapsamında geliştirilen ilköğretim Türkçe, Hayat Bilgisi, İnsan Hakları, Vatandaşlık ve Demokrasi (İHVD), Sosyal Bilgiler ve Fen Bilimleri öğretim programlarını iklim adaleti ve çevresel etik bağlamında incelemeyi amaçlamaktadır. Nitel araştırma desenine sahip çalışmada doküman analizi yöntemi kullanılmış; veriler içerik analizi tekniğiyle değerlendirilmiştir. Bulgular, Fen Bilimleri öğretim programında iklim adaleti ve çevresel etikle ilişkili toplam 317 değer, eğilim, beceri, kavram, öğrenme çıktısı ve süreç bileşenleri gibi ifadenin yer aldığını ortaya koymuştur. Aynı bağlamda Hayat Bilgisi programında 163, Sosyal Bilgiler programında 103, Türkçe programında 11 ve İHVD programında 6 ifade tespit edilmiştir. Elde edilen sonuçlar, TYMM kapsamındaki öğretim programlarının iklim adaleti ve çevresel etik perspektifinden sürdürülebilir yaşam anlayışını destekleyen bütüncül bir yapıya sahip olduğunu göstermektedir. Bununla birlikte, iklim adaleti ve çevresel etik gibi temel kavramların öğretim programlarına daha açık, sistematik ve çok boyutlu biçimde entegre edilmesi, TYMM’nin temel yaklaşımı ve hedeflediği öğrenci profiliyle daha uyumlu bir yapı oluşturacaktır. Bu sayede öğrencilerin, doğaya ve toplumsal sorunlara duyarlı, erdemli bireyler olarak yetişmelerine önemli bir katkı sağlanmış olacaktır.

Anahtar Kelimeler

• TYMM
• öğretim Programı
• iklim adaleti
• çevresel etik
• küresel iklim krizi
• çevre eğitimi

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