Ortaöğretim Türkiye Cumhuriyeti İnkılap Tarihi ve Atatürkçülük Dersi Öğretim Programının Değerlendirilmesi (2018)

Abstract

In this research, the fulfillment of the 2018 Secondary Education Turkish Republic Revolution History and Kemalism Course Curriculum was dealt with and evaluated in terms of both textbook and teacher implementing the curriculum. In this scope, in the first part of the research, the structure of the curriculum was examined in terms of objectives, content, instructional methods and evaluation, which are the four basic components of the curriculum, and it was compared with previous curricula. In the second part of the research, the textbooks prepared according to the new curriculum were examined in terms of their general characteristics and the basic components of the curriculum. In the third part of the research, the views of the history teachers, who teach the Turkish Republic Revolution History and Kemalism course, about the curriculum were examined in line with the elements of the curriculum. The results of the research showed that the boundaries of the course were expanded in the new curriculum compared to the previous curricula, and although the number of learning outcomes was reduced and the subjects related to Kemalism were removed, new learning outcomes were added and the total course hours did not change, thus limited the teaching of the topics. These limitations are in the form of the page reduction in the existing subjects and lacks in the presentation of the topics in the textbooks. The fact that the number of subjects increased by diversifying, but the duration did not change, has been in the form of limitations in the fulfillment of the goals and learning outcomes, limitations in deeply presentation of the content and limitations in the instructional methods used in instruction. Although the goals of the curriculum were aimed at cognitive, affective and psychomotor domains, the learning outcomes were stated only in the cognitive domain and they were mostly with low-level thinking skills. This reflected on the textbooks as the texts about subjects aimed at transferring information mostly, and the methods and techniques used out of the texts also intended the improvement in affective and psychomotor domains. Teachers also emphasized the cognitive domain in the learning outcomes and they stated the necessity for affective and psychomotor domains. Although a lot of methods and techniques that can be used in the instruction were not given specific for each learning outcome in the new curriculum and not presented with concrete examples, they were stated in the curriculum. These methods mentioned in the curriculum have been dealed richly in terms of quantity and variety in the textbooks, and they have been used as in-class or extra-curricular activities on related topics. However, although the teachers stated that they used more than one method and technique in teaching, they explained that they directed to the direct-teaching method in instruction because of insufficient duration of the course hours and existing too many topics. Finally, it was identified that encouraging variety by the use of process-based and result-based methods together in the evaluation part of the curriculum which was written jointly with the new curricula of other courses, and these issues were taken into account in different amounts in the textbooks. It was also stated that teachers also used various assessment methods together, but concrete examples of these methods should be presented in the curriculum. In the research, the conclusion that the limitations in the dimensions of the structure of the curriculum, textbooks and its application in teaching negatively affected the completely fulfillment of the new curriculum was arrived.