COMPARISON Of PRIMARY SCHOOL CURRICULA 2015 AND 2017
Primary school curriculum consist of the educational process through which primary school information is given through various courses. This training process involves many elements. Theme, unit, areas of learning, achievements, skills, values, learning and teaching processes, measurement and evaluation approaches are some of these. The more effective and efficient these curricula are in the curriculum, the more meaningful the teaching and learning process will be. All these documents should be structured primarily in accordance with the conditions of the country where they are made, taking into consideration the opportunity equality at the same time as addressing the issue rather than the matter. This is because any school or student profile that is held back in effect when revised curriculum are applied can experience problems due to any structure that is insufficient in the program. This can make the influence of the education process meaningless.
The way to reduce the most situations that may arise when revising educational curriculum, which play a major role in achieving a positive qualification of the educational process, is the holistic comparison of educational curriculum. When the literature is examined, studies on various aspects of primary school curriculum are found. These are the Life Science lesson curriculum(Aykaç, 2011; Şahin, 2009; Türkyılmaz, 2011; Türkeş, 2008; Alak 2011; Gümüş ve Aykaç, 2012; Güven, 2010; Yıldırım ve Turan, 2015), Science curriculum (Gömleksiz ve Bulut, 2007; Saban, Aydoğdu ve Elmas, 2014; Yangın ve Dindar, 2007; Eş ve Sarıkaya, 2010), Mathematics curriculum (Baş, 2017; Arseven, Kontaş ve Arseven, 2014; Demir ve Vural, 2017; Özmantar ve Öztürk, 2017), Turkish teaching program (Melanlıoğlu, 2008; Bozkurt ve Ulucan, 2014; Şahin, 2007; Dilidüzgün, 2009; Erdem, 2007; Eyüp, 2008; Özoğul, 2007; Altunkaya, 2010; Özgülen, 2009), Social studies curriculum (Akpınar ve Kaymakçı, 2012; Çelikkaya, 2011; Ersoy ve Kaya, 2009; Kaymakçı, 2009) dimensions. However, the studies are planned as a single program. The study is structured in an integrated manner to cover the basic lessons in primary school curriculum. It is thought that working will contribute to the literature in this direction. The aim of the study is to compare the primary school curriculum of 2015 and 2017. For this purpose, the answers to the following questions are sought:
- How are the primary school curricula of 2015 and 2017 compared to the areas of learning and number of achievements?
- How are the primary school curricula of 2015 and 2017 compared in terms of values?
- How are the 2015 and 2017 elementary school curricula compared to the skills?
- How are the primary school curricula of 2015 and 2017 compared in terms of measurement and evaluation approaches?
- How are the primary school curricula of 2015 and 2017 compared in terms of learning and teaching processes?
The research has qualitative research capability. This research is a descriptive study in the screening model. In order to compare primary and secondary education curricula in the survey in 2015 and 2017, the learning areas and the number of achievements among the curriculum were described by comparing them with text analysis methods in terms of values, skills, learning-teaching processes, measurement and evaluation approaches.
In the study, criteria sampling method was used as the basis of the objective sampling types. In this context, previously used and used curriculum approved by the Ministry of National Education constitute the measure of the study. The curriculum achievements under investigation were obtained from the web site of the Ministry of National Education Education Board. (http://ttkb.meb.gov.tr/program). 2015 and 2017 The achievements of primary school levels in Turkish, Mathematics, Life Sciences, Social Sciences and Sciences curricula were all studied within the scope of the research.
Document analysis (analysis) was used in qualitative research techniques in the collection, analysis and interpretation of research data. Document review includes an analysis of written materials containing information about the cases or phenomena targeted for investigation (Yıldırım ve Şimşek, 2016, s.189). Document analysis can be defined as the collection and examination of written and visual material (Sönmez ve Alacapınar, 2016, s.108). The research is structured considering the stages of document analysis.
Findings and Conclusion
“Oral Communication” learning field in the 2015 Turkish curriculum is described as “Listening / Monitoring and Speaking” in the Turkish curriculum in 2017. In the Turkish curriculum of 2017, the number of achievements in the field of speech learning is very low compared to other learning areas. The “Data” learning area in the 2015 Mathematics curriculum was changed to “Data Processing” in the 2017 Mathematics curriculum. According to Head (2017), it was also determined that a 2015 and 2017 program adopts a unit-based approach. 2015 and 2017 “Healthy Life” and “Safe Life” units are included in both curriculum in the Life Science curriculum. In the 2015 and 2017 Science curriculum, “Physical Events”, “World and Universe” units were found to be the same in both curriculum. In addition, the “Science and Engineering Applications” unit was newly added to the 2017 Science curriculum. 2015 and 2017 In the Social Studies curriculum it has been determined that “Individuals and Society”, “Science, Technology and Society”, “Effective Citizenship”, “Global Connections” are common in both curriculum.
2015 Turkish, Mathematics and Science curriculum does not include value expression. 2015 and 2017 In Life Science and Social Studies curricula, it can be said that the curriculum are formed in a spiral nature, as common values are common.
Unlike the 2015 curriculum, it is determined that there are 8 key competencies in the 2017 curricula.
It is a general process-oriented approach to measurement assessment approaches in the 2015 and 2017 curricula. Furthermore, it has been determined that the 2017 Social Studies curriculum is described with an understanding of individual differences.
It has been determined that the 2017 curriculum emphasizes the necessity of preparing an Individualized Education Program (IEP), especially for students who need special education based on individual differences.
According to the results obtained from the surveys examined in this study, the following suggestions can be given:
Program development specialists, teachers, etc. may be able to provide an activity according to the program gains of the trainees. These events may be included in the program as sample applications. In-service training can be given to the teachers involved in the event preparation process.
In examinations like PISA and TIMSS, the current situation can be described by examining the changes in the day-to-day curriculum that have made students more successful, and the positive aspects of the changes can be combined to create a new understanding of the program.
Keywords: Primary school curriculum, Turkish curriculum, Mathematics curriculum, Life sciences curriculum, Science curriculum, Social sciences curriculum