Yeni Zelanda Sosyal Bilgiler Öğretim Programı ve Bu Programın Türkiye’deki Sosyal Bilgiler Öğretim Programı İle Karşılaştırılması
Yükleniyor...
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Yeni Zelanda sosyal bilgiler öğretim programı tanıtılmış ve bu program ile Türkiye’de yürürlükte olan sosyal bilgiler öğretim programı karşılaştırarak, iki öğretim programı arasındaki benzerlik ve farklılıklar tespit edilmeye çalışılmıştır. Araştırmada, varolan bir durumu ortaya koyma amacı güdüldüğünden tarama modeli kullanılmıştır. Bu nedenle sosyal bilgiler öğretim programları ve bu programlarla ilgili kaynaklar kütüphanelerden ve internet üzerinden elde edilmiştir. Öğretim programlarının ve kaynaklarının elde edilmesinin ardından, iki ülkenin sosyal bilgiler öğretim programları yapı ve içerik açısından incelenmiştir. Bu çalışmada sayfa sınırlığı nedeniyle Türkiye’de uygulanan sosyal bilgiler öğretim programına (4-7. sınıflar) ayrıntılı bir şekilde yer verilmemiştir. Her iki ülkenin sosyal bilgiler öğretim programları incelenmesi neticesinde şu sonuçlara ulaşılmıştır. Yapı olarak her iki ülkenin sosyal bilgiler öğretim programları, öğrenme alanları kullanılarak oluşturulmuştur. Ancak Yeni Zelanda’da sosyal bilgiler öğretim programı, sosyal bilgiler süreçleri, Türkiye’de ise kavram, beceri ve değer boyutları üzerinden yapılandırılmıştır. Her iki ülkenin sosyal bilgiler öğretim programların incelenmesi sonucunda, kavram ve değer boyutları ile değerlendirme sürecinin ülkemizde yürürlükte olan sosyal bilgiler öğretim programında, beceri boyutunun ise Yeni Zelanda sosyal bilgiler öğretim programının daha kapsamlı ve işlevsel bir biçimde oluşturulduğu söylenebilir. Sosyal bilgiler öğretim programlarında yer alan araç-gereçlerin benzer oldukları gözlenmektedir.
In this study, New Zealand Social Studies Curriculum is introduced and the differences and similarities between this curriculum and the social studies curriculum in Turkey are determined by comparing and contrasting them. Survey model is used as the purpose is to present the current situation. Therefore, social studies curriculums and the sources about them are obtained from libraries and internet. After the curriculums and the resources are obtained, social studies curriculums of the two countries are investigated in terms of structure and content. In this study, social studies curriculum (4-7. grades) practiced in Turkey isn’t comprehensively mentioned because of time restraint. The following results are found after the investigation of both countries’ social studies curriculums. Comparison in terms of Teaching Approaches Social Studies in New Zealand is developed on the basis of “Social studies as citizenship transfer”, Social studies as social sciences”, Social studies as reflective inquiry”, which are known as social studies teaching approaches and accepted by many countries and our country, and of approaches known as “Social studeis as individual, social and ethical development”. In the meantime, perspectives in social studies teaching programs; “Bicultural perspectives”, “Multicultural perspectives”, “Perspectives on gender”, “Perspectives on the present issues” and “Perspectives on the future” have become effective on the content of teaching program. Comparison in respect of Structure The social studies curriculums of both countries are structured in respect of learning areas. Learning areas in New Zealand social studies curriculums are determined as; 1. Social Organization, 2. Culture and Heritage, 3. Place and Environment, 4. Time, Permanency and Change, 5. Sources and Economical Activities. Those in the social studeis curriculums in Turkey are determined as; 1. Individual and Society, 2. Culture and Heritage, 3. People, Places and Change, 4. Production, Distribution and Consumption, 5. Time, Permanency and Change, 6. Science, Technology and Society, 7. Groups, Institutions and Social Organizations, 8. Power, Administration and Society, 9. Global Connections. It can be stated that learning areas in both countries’ social studies curriculums are similar in terms of content. The purposes defined in New Zealand social studies curriculum are maintained using inquiry, values exploration and social decision making which are stated as social studies process whereas they are carried out through concept, skill and value dimensions in Turkey. While a perception based on constructivist approach is expressed clearly in Turkey, it is understood through the statements in the program in social studies curriculum in New Zealand. Comparison in terms of Teaching Objectives When the objectives of social studies curriculum in Turkey is examined, it is seen that the national goals stated in the general objectives in the Turkish national education system comply with the 17 special objectives stated in social studies curriculum. In other words, social studies curriculum in Turkey has a feature focusing on national benefits. However, New Zealand social studies curriculum has rather an individualistic view and highlights personal development, which makes the effect of “Social studies as personal, social and ethical development”, an approach stated in social studies approaches section and felt in social studies curriculum. Comparison in terms of Concept Dimension The following are the results of the investigation of both countries’ social studies curriculums in terms of concept dimension: Concepts in social studies curriculum in Turkey (4-5, 6-7. classes) are aimed to be taught after a three-step process. However, such a practice doesn’t exist in New Zealand curriculum. Concepts in New Zealand curriculum are stated in two different languages, which is because New Zealand is composed of two different nations. Any information about how concepts will be taught doesn’t exist in New Zealand Social Studies curriculum. Only information about what the concepts that will be used during the teaching process are is given in the program. This causes the concept teaching to be the initiative of the teacher. Nevertheless, in Turkey, there is information about how the concepts in social studies curriculum (4-5, 6-7. classes) will be taught. Another striking issue about concept dimension in New Zealand social studies curriculum is that there isn’t information about what the materials that can be used in concept teaching are and how these materials should be used. This issue is comprehensively emphasised in social studies curriculum in Turkey. Comparison in terms of Skills Dimension It can be asserted that particularly the skills dimension is structured better in New Zealand social studies curriculum than in the social studies curriculum in Turkey. Skills are taught through social studies processes in New Zealand. However, they are taught through units that are structured by the learning areas and through the activities that are prepared appropriately to the achievements stated in these units. Comparison in terms of Value Dimension Values dimension is more comprehensively structured in social studies curriculum in Turkey than in social studies curriculum in New Zealand. Which values should be structured by students and which approaches should be used during this process are given through sample applications in social studies curriculum in Turkey. However, this application is handled together with the values exploration within social studies processes in New Zealand. This gives the impression that value teaching is done systematically but, in fact, there isn’t enough and comprehensive information about which values should be dealt with in social studies curriculum in New Zealand. Some information about this issue exists in “New Zealand Curriculum”. Comparison in terms of Teaching Materials Materials are not given as a whole during teaching-learning process in social studies curriculum in Turkey. This causes two different viewpoints. The first is that materials in social studies curriculum can not be seen as a whole and the second is that materials are given together with the sample applications where they are used, which enables the use of materials effectively by teachers. Similar materials are used during the teaching-learning process in both countries. However, the deficiency of information about how and in which situations the materials should be used brings out the conclusion that, in terms of materials, the current social studies curriculum in Turkey is more effective than the social studies curriculum in New Zealand. Comparison in terms of Assessment Dimension Assessment process in social studies curriculum in Turkey includes the assessment of concept, skills and value dimensions. The fact that social studies curriculum brings the basic principles of constructivist approach to the fore affects the assessment tools and the assessment done according to these tools as well. Comprehensive information about the assessment process doesn’t exist in social studies curriculum in New Zealand and, instead of this, an effective assessment process takes part in “New Zealand Curriculum”, which is considered inadeaquate.
In this study, New Zealand Social Studies Curriculum is introduced and the differences and similarities between this curriculum and the social studies curriculum in Turkey are determined by comparing and contrasting them. Survey model is used as the purpose is to present the current situation. Therefore, social studies curriculums and the sources about them are obtained from libraries and internet. After the curriculums and the resources are obtained, social studies curriculums of the two countries are investigated in terms of structure and content. In this study, social studies curriculum (4-7. grades) practiced in Turkey isn’t comprehensively mentioned because of time restraint. The following results are found after the investigation of both countries’ social studies curriculums. Comparison in terms of Teaching Approaches Social Studies in New Zealand is developed on the basis of “Social studies as citizenship transfer”, Social studies as social sciences”, Social studies as reflective inquiry”, which are known as social studies teaching approaches and accepted by many countries and our country, and of approaches known as “Social studeis as individual, social and ethical development”. In the meantime, perspectives in social studies teaching programs; “Bicultural perspectives”, “Multicultural perspectives”, “Perspectives on gender”, “Perspectives on the present issues” and “Perspectives on the future” have become effective on the content of teaching program. Comparison in respect of Structure The social studies curriculums of both countries are structured in respect of learning areas. Learning areas in New Zealand social studies curriculums are determined as; 1. Social Organization, 2. Culture and Heritage, 3. Place and Environment, 4. Time, Permanency and Change, 5. Sources and Economical Activities. Those in the social studeis curriculums in Turkey are determined as; 1. Individual and Society, 2. Culture and Heritage, 3. People, Places and Change, 4. Production, Distribution and Consumption, 5. Time, Permanency and Change, 6. Science, Technology and Society, 7. Groups, Institutions and Social Organizations, 8. Power, Administration and Society, 9. Global Connections. It can be stated that learning areas in both countries’ social studies curriculums are similar in terms of content. The purposes defined in New Zealand social studies curriculum are maintained using inquiry, values exploration and social decision making which are stated as social studies process whereas they are carried out through concept, skill and value dimensions in Turkey. While a perception based on constructivist approach is expressed clearly in Turkey, it is understood through the statements in the program in social studies curriculum in New Zealand. Comparison in terms of Teaching Objectives When the objectives of social studies curriculum in Turkey is examined, it is seen that the national goals stated in the general objectives in the Turkish national education system comply with the 17 special objectives stated in social studies curriculum. In other words, social studies curriculum in Turkey has a feature focusing on national benefits. However, New Zealand social studies curriculum has rather an individualistic view and highlights personal development, which makes the effect of “Social studies as personal, social and ethical development”, an approach stated in social studies approaches section and felt in social studies curriculum. Comparison in terms of Concept Dimension The following are the results of the investigation of both countries’ social studies curriculums in terms of concept dimension: Concepts in social studies curriculum in Turkey (4-5, 6-7. classes) are aimed to be taught after a three-step process. However, such a practice doesn’t exist in New Zealand curriculum. Concepts in New Zealand curriculum are stated in two different languages, which is because New Zealand is composed of two different nations. Any information about how concepts will be taught doesn’t exist in New Zealand Social Studies curriculum. Only information about what the concepts that will be used during the teaching process are is given in the program. This causes the concept teaching to be the initiative of the teacher. Nevertheless, in Turkey, there is information about how the concepts in social studies curriculum (4-5, 6-7. classes) will be taught. Another striking issue about concept dimension in New Zealand social studies curriculum is that there isn’t information about what the materials that can be used in concept teaching are and how these materials should be used. This issue is comprehensively emphasised in social studies curriculum in Turkey. Comparison in terms of Skills Dimension It can be asserted that particularly the skills dimension is structured better in New Zealand social studies curriculum than in the social studies curriculum in Turkey. Skills are taught through social studies processes in New Zealand. However, they are taught through units that are structured by the learning areas and through the activities that are prepared appropriately to the achievements stated in these units. Comparison in terms of Value Dimension Values dimension is more comprehensively structured in social studies curriculum in Turkey than in social studies curriculum in New Zealand. Which values should be structured by students and which approaches should be used during this process are given through sample applications in social studies curriculum in Turkey. However, this application is handled together with the values exploration within social studies processes in New Zealand. This gives the impression that value teaching is done systematically but, in fact, there isn’t enough and comprehensive information about which values should be dealt with in social studies curriculum in New Zealand. Some information about this issue exists in “New Zealand Curriculum”. Comparison in terms of Teaching Materials Materials are not given as a whole during teaching-learning process in social studies curriculum in Turkey. This causes two different viewpoints. The first is that materials in social studies curriculum can not be seen as a whole and the second is that materials are given together with the sample applications where they are used, which enables the use of materials effectively by teachers. Similar materials are used during the teaching-learning process in both countries. However, the deficiency of information about how and in which situations the materials should be used brings out the conclusion that, in terms of materials, the current social studies curriculum in Turkey is more effective than the social studies curriculum in New Zealand. Comparison in terms of Assessment Dimension Assessment process in social studies curriculum in Turkey includes the assessment of concept, skills and value dimensions. The fact that social studies curriculum brings the basic principles of constructivist approach to the fore affects the assessment tools and the assessment done according to these tools as well. Comprehensive information about the assessment process doesn’t exist in social studies curriculum in New Zealand and, instead of this, an effective assessment process takes part in “New Zealand Curriculum”, which is considered inadeaquate.
Açıklama
Anahtar Kelimeler
Sosyal Bilgiler, Öğretim Programları, Yeni Zelanda, Türkiye, Social Studies, Curriculum, New Zeland, Turkey
Kaynak
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
22
Künye
Yazıcı, K., (2009). Yeni Zelanda Sosyal Bilgiler Öğretim Programı ve Bu Programın Türkiye’deki Sosyal Bilgiler Öğretim Programı İle Karşılaştırılması. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22, 423-435.
