An Evaluation of 2005 & 2018 Social Studies Curriculum in Turkey: SWOT Analysis

Abstract

The main aim of the research is to explore the views of social studies educator academics, social studies teachers, and social studies novice teachers regarding the Social Studies Curriculum (SSC) published in Turkey between 2005 and 2018 in the light of SWOT analysis dimensions. Thus, the views on the programmes are discussed in the context of their strengths, weaknesses, the opportunities that they offer, and the concerns that they may raise. In the study, which was based on the qualitative approach, the phenomenology model was used. The sampling group of the research consists of 36 participants, who were determined on a voluntary basis from social studies educator academics, social studies teachers, and social studies novice teachers. A data collection tool was prepared in line with expert opinion in order to receive participants’ views, taking into account the four dimensions of the SWOT analysis. The data was analysed through content analysis. As a result of the research, it was concluded that while the participants expressed such views as more detailed explanations about the strengths of 2005 SSC, its student-centeredness, and the adoption of a constructivist approach, their views for the 2018 SSC were about its strengths such as the increase of numbers in values and skills and the inclusion of active citizenship. In addition, they expressed that the weakness of the 2005 SSC was that it had a complex structure and the lack of skill value diversity, whilst for the 2018 SSC it was that it did not include examples of activities for teachers. Participants, who stated that both 2005 and 2018 SSCs offered opportunities for students, teachers, and parents, also claimed that SSCs might cause some concerns such as the inability to complete the curriculum preparation timely, the inability to teach concepts and skills effectively, and the lack of understanding of the content.