Toplumsal Kimliğin Oluşumunda Sosyal Bilgiler Dersinin Rolünün İncelenmesi: Sosyal Bilgiler Öğretim Programları (1968, 1998, 2005)

Abstract

The fact that human is a social entity forces him to be in relation with social life. While the society responds to the needs from individual, it is also in some expectation from the individual too. Individuals develop social identities by means of the needs of the societies. It is seen that the education systems of the societies serve this purpose. This research was conducted to examine the role of the Social Studies course in the formation of social identity. In this research conducted by qualitative research method, the aims of 1968, 1998 and 2005 Social Studies course were examined. The obtained data were analyzed by content analysis. According to this, it has been determined that for the purposes of the social studies curricula, the most common forms of social identity are consciousness, national consciousness, state awareness, legal rules, citizenship consciousness, social integrity/harmony and social values. Social identity is emphasized more than the other two programs in the purposes of the 1998 Social Studies course. This program follows the objectives of the Social Studies course of 1968 and 2005. It is s †een that the purposes of the 2005 Social Studies program included statements about the formation of social identity as well as statements about the individual.

Understanding the Social Studies Curricula in Turkey as a Political Text Within the Context of Citizenship Education: Views of Academics and Teachers

“…Similar to the results in the current study, it was previously determined that national consciousness, social harmony, and social identity in the 1998 SSC outweighed the other two curricula (Karasu Avcı, & İbret, 2018) and that the subject of the Turkish World is missing in the 2005 and 2018 SSCs (Çoban & Temir, 2017). Öntaş (2017) found, slightly different from the results of the current study, that the 2005 SSC had nationalist, democratic and liberal ideologies and republican and Kemalist elements at every class level.…”

Have The European Union Guidelines been a Driving Force in the Inclusion of Children’s Rights into the German “Sachunterricht” Course Curriculum?

“…The EU Guidelines also refer to Article 6 of the UNCRC. The EU Principles address children's personal, social, cultural, and economic rights from a holistic perspective (Karasu Avcı & İbret, 2018). These results suggest that the member states are sensitive to the socio-cultural development of children.…”

Türkiye ve Güney Kore Sosyal Bilgiler Dersi Öğretim Programlarının Karşılaştırılması

“…Bilinçli, duyarlı ve sorumluluk sahibi vatandaşların yetiştirilmesinde, farklı disiplinler ile ilişkisi olan Sosyal Bilgiler eğitiminin rolü büyüktür (Sönmez ve Tatan, 2016). Bu bağlamda Sosyal Bilgiler dersi bireylere toplumu tanıtmak ve toplumsal kimliği kazandırmak için uygun içeriğe sahip olan bir ders olarak tanımlanmıştır (Karasu Avcı ve İbret, 2018). Sosyal Bilgiler eğitiminde iki önemli ögeye yer verilmektedir.…”