INTERNATIONAL 8th USBİLİM EDUCATION, ECONOMY, MANAGEMENT AND SOCIAL SCIENCES CONGRESS
Yayıncı:
Akademik Paylaşım Platformu Publishing House - APP Publications
Social Studies is an interdisciplinary course taught in the 4th grade of primary schools and the 6th and 7th grades of secondary schools, with the aim of providing individuals with the knowledge, skills and values they need in social issues, based on changing and developing world conditions. Since the content of the course has an interdisciplinary feature in which social activities are examined on a local, regional, national and international scale, it benefits from the information produced by social and human sciences such as anthropology, archaeology, geography, economics, literature, law, psychology, art, politics, sociology and history. The purpose of this research is to reveal the status of including issues related to history discipline and history teaching in the 2024 Social Studies Course Curriculum, which was prepared within the scope of the Turkey Century Education Model and gradually implemented in primary and secondary schools as of the 2024-2025 academic year. The document review method, which is a qualitative data collection method, was used in the research. The basic materials of the research consist of the Turkey Century Education Model Curriculum Common Text prepared by the Ministry of National Education (MoNE) and the 2024 Social Studies Course Curriculum (4th, 5th, 6th and 7th grades). The materials in question were analyzed through descriptive analysis to identify elements related to history teaching, and the data obtained were organized and evaluated under the categories and themes created. As a result of the research, it was understood that the interdisciplinary structure of the course and the discipline of history were emphasized in the basic approach of the 2024 Social Studies Course Curriculum, that 5 of the 18 special objectives included in the curriculum were related to history, and that the skills and tendencies that constitute the skills framework included skills directly or indirectly related to history. Elements related to the discipline of history have also been identified in the dimensions of value education and concept teaching of the curriculum. While the learning area of our common heritage in the curriculum is directly related to the discipline of history, the learning area of our living democracy also covers history topics in certain dimensions. 15 of the 71 learning outcomes that make up the curriculum are related to the discipline of history and their ratio to all learning outcomes is around 21%. While the learning outcomes related to the discipline of history are concentrated in the learning area of our common heritage, 2 learning outcomes are in the learning area of our living democracy.
