Ortaokul Türkçe Dersi Öğretim Programının Yazma Öğrenme Alanı Bağlamında Değerlendirilmesi ve Programda Planlama ve Yazma Stratejilerinin Yerinin Belirlenmesi

Abstract

The process of development and implementation of a curriculum is dependent upon the recommendation provided as a result of the scientific research in the literature. Therefore, this study aims to evaluate elementary school Turkish Lesson Curriculum (TLC) which was published by the Board of Education and Discipline in 2018 and updated in 2019, to determine the place of planning and writing strategies in the said curriculum, and to bring forth certain recommendations for the implementation of the curriculum. For this purpose, the study was devised as a qualitative case study and the related data were obtained by document analysis as a qualitative research technique. Upon examination of 2019 TLC learning outcomes for the field of learning writing, 58 outcomes in total (27 main outcomes and 31 sub-outcomes linked to the main outcomes) were identified in the fifth, sixth, seventh, and eighth grade levels. These learning outcomes are divided into four categories as follows: learning outcomes for text genre knowledge, learning outcomes for writing process, learning outcomes for grammar, and learning outcomes for supporting content of the text. A specific review of the category of planning and writing strategies revealed that "strategy" word was merely included as a term in each of the class. In addition, for each grade, the learning outcome "Implements writing strategies" was detected, which indicated no strategy use whatsoever. Moreover, it was found that "planning" stage before writing was not directly included as a learning outcome among others. Based on the findings of the research, it was concluded that comprehensiveness of learning outcomes included in 2019 TLC should be increased in terms of developing writing skill by adding more detail to the field of learning writing, and the curriculum should be enriched with sufficient learning outcomes for strategy teaching.