An evaluation of changes to the secondary school geography curriculum in Turkey in 2005

Bringing About Curriculum Innovations

“…Regarding intangible capacity, teachers do not necessarily possess -or they are not offered enough sustainable support to acquire (Elmore, 1996;Bailey, 2000) -the needed skills and knowledge to implement innovation brought by central curriculum (Snyder, Bolin and Zumwalt, 1992;Elmore and Sykes, 1992; see also Levin, 2007). In Turkey, according to Yasar and Serement (2009), most teachers did not have the capacity to adequately implement the new 2005 secondary school geography curriculum that radically differed from the previous curricula.…”

Taking Stock in Geography Education Around the World: An International Perspective on theTeaching of Geography

“…Ç abuk and Karabag (2005) emphasized that in Turkish schools teaching the Geographical Information System (GIS) has an important place in the geography curriculum. In 2005, the Turkish government implemented a change in geography curricula for secondary schools, focusing on a constructionist approach and requiring that geography be a stand-alone subject taught for all four years of the secondary level (Yasar and Seremet 2009).…”

Education for Sustainable Development and School Geography. Theoretical Considerations

“…Jonsson, Sarri, Alerby, 2012;Reinfried, 2009;Setha, Mund, 2008;Corney, 2006;van der Schee, 2003;Houtsonen, 2002;Haubrich, 2000). Along these lines, the concepts of SD and ESD have been discussed in relation to different players of the teaching-learning process (Yasar, Seremet, 2009;McKeown, Hopkins, 2007) from primary to university education (Jonsson et al, 2012;Bowers, 2002), as well as in different forms of education (Ramos Trejo, Sánchez Crispín, 2009;Ruiz-Mallén, Barraza, Bodenhorn, Reyes-García, 2009). Along these lines, Corney (2006) has identified two main trends of conceptualizing SD when he observes, on the one hand, an increasing acceptance and consensus for the trinity model (Gough, 2002;Luke, 2001;Morgan, 2000;Huckle, Sterling, 1996) and, on the other hand, the urge to find opposing conceptual approaches to SD (Sauve, 2002;Scott, 1999).…”