The Evaluation of the Applicability of the 2005 Social Studies Curriculum in Multigrade Teaching in Terms of Teacher Views (A Qualitative Research)
Ocak, Gürbüz, Yildiz, Süreyya Sevki, Kuram ve Uygulamada Egitim Bilimleri
As a qualitative study, the aim of this study was to evaluate the applicability of the 2005 Social Studies Course Curriculum in multigrade teaching according to teacher opinions. The data of the research were obtained by interview method applied to 58 teachers teaching in multigrade classes in 2008-2009 academic year. The data obtained in the research were analyzed and evaluated in accordance with qualitative research methods. In the analysis of the data, Nvivo 7 software has been used. As a result of the research, it has been seen that the teachers of multigrade classes found Social Studies curriculum qualitatively positive. However, it was found out that some kind of defects and difficulties have been encountered concerning skill/acquisitions, content, teachinglearning process, measurement and evaluation aspects, in terms of the implementation of the Social Studies curriculum in multigrade teaching having more different conditions, which was indeed prepared to be used in independent classrooms. In addition, taking into account the views of multigrade classroom teachers, practical suggestions have been made about the changes that can be made in the curriculum.
Social Studies, Multigrade Teaching, 2005 Social Studies Syllabus.
Before coming into the primary education, the world of children is limited to the opportunities that their families and immediate surroundings offer. The school offering new experiences to students, enables them to have a broader world. The first and the most important lesson to undertake this duty is Social Studies (Hereafter SSC). According to Özdemir (1998), the child entering through the school gate, who promoted from infancy to childhood, meets with a new society, new authorities, new rules, and new roles. The child starts to share the life, which she/he begins to learn along with his/her family, with teachers. A planned, scheduled, and organized education takes place of the unplanned and unscheduled family education. The most important goal of this education is to enable children to adapt the natural and social environment in which they live.
This education that Özdemir has explained can be firstly given by SSC in primary schools. In addition with SSC a systematical adaptation service is given to the child, against life. Another function of SSC is to form the basis of Social Sciences, and Science and Technology courses which will be taught in the years ahead. From this point of view, SSC has a prior and different place from other courses.
In recent years, the educational understandings in many countries have shown a change from traditional approaches to modern approaches. These changes have also affected the education system in our country and have brought along innovations. A change compatible with the age has begun in the learning environments in schools, teachers, students and learning materials (Küçüközer, Bostan, Kenar, Seçer, & Yavuz, 2008). The SSC curriculum put into practice in 2005 was prepared considering the principles that give importance not to teaching, but to learning. It considered learning as a process, supported the curiosity and research of the learner, took the intelligence differences according to multiple intelligences theory into account, supported co-operative learning, enable the learner to form new knowledge, and provided the opportunity to derive meaning from real experiences. The principles mentioned correspond to the principles of constructivist education approach (Milli Egitim Bakanligi [MEB], 2005).
Whereas this course has been taught with the name SSC since the Unification of Education Law (Kafadar, 1997), it is separated into two as village and city applications in some primary education curricula (1939, 1997), it has been taught with the application of the same program all across the country in some others ( 1948, 1968, 2005) (Arslan, 1997). The conflict created by the opinion that the same curriculum should be taught all across the country in terms of the unification of the National education and the difficulties that can be created by the implementation of the curricula, which are suitable to be taught in cities, in villages, can be seen as the reason for these differences in the curricula. …