Türkiye Yüzyılı Maarif Modeli İlkokul Sosyal Bilgiler Dersi Öğretim Programının Değerler Eğitimi Açısından İncelenmesi.

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Bibliographic Details
Title:	Türkiye Yüzyılı Maarif Modeli İlkokul Sosyal Bilgiler Dersi Öğretim Programının Değerler Eğitimi Açısından İncelenmesi.
Alternate Title:	Investigation of the Turkish Century Education Model Primary School Social Studies Curriculum in terms of Values Education.
Authors:	DEMİRBAŞ, Yunus Emre¹ yunemdem@gmail.com, YORULMAZ, Bilal² bilal.yorulmaz@gmail.com
Source:	Journal of Values Education. ara2025, Vol. 23 Issue 50, p311-357. 47p.
Subject Terms:	Values education, Curriculum evaluation, Teacher attitudes, Primary schools, Civics education, Qualitative research, National character
Abstract (English):	This study is a qualitative research aimed at examining the currency, cultural compatibility, and effectiveness of the Turkey Century Education Model (TYMM) Primary School Social Studies Curriculum in terms of values education. Structured with a holistic single-case design, the research was conducted in two phases: in the first phase, values included in the curriculum were identified through document analysis; in the second phase, semi-structured interviews were held with nine primary school teachers who were familiar with the program. The data were analyzed using content analysis, and the findings were presented according to codes and themes. According to the research findings, the values most emphasized in the curriculum were sensitivity, patriotism, diligence, responsibility, and family integrity, while some values such as justice, freedom, aesthetics, and honesty were relatively less represented. Teachers drew attention to issues such as the lack of concretization in the transmission of these values, insufficient time limiting active participation, and the need for implementation support. Additionally, teachers stated that among the recommended methods, drama, case study analysis, and game-based learning were functional in terms of values education. Furthermore, the majority of teachers expressed that the program positively contributed to the development of national identity, especially through activities focusing on historical events, national heroes, and cultural heritage, which fostered national consciousness among students. However, criticisms were also voiced, including limited emphasis on universal values, the absence of contemporary role models, and the fact that some methods could lead to rote memorization and repetition for students. While the program’s role in raising socially conscious individuals was viewed positively, it was emphasized that school-family cooperation and teacher training should be further supported to sustain this awareness. In conclusion, according to the opinions of classroom teachers, the TYMM Primary School Social Studies Curriculum possesses a comprehensive and theoretically strong structure in terms of values education; however, improvements are needed in areas such as teacher guidance, concretization practices, and balanced distribution of values. [ABSTRACT FROM AUTHOR]
Abstract (Turkish):	Bu araştırma, Türkiye Yüzyılı Maarif Modeli (TYMM) İlkokul Sosyal Bilgiler Dersi Öğretim Programı’nın değerler eğitimi açısından güncelliğini, kültürel uyumunu ve etkililiğini incelemeyi amaçlayan nitel bir çalışmadır. Bütüncül tek durum deseni ile yapılandırılan araştırmada, ilk aşamada öğretim programında yer alan değerler doküman analizi yöntemiyle tespit edilmiş; ikinci aşamada ise program hakkında farkındalığa sahip 9 sınıf öğretmeniyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler içerik analizi yöntemiyle değerlendirilmiş, bulgular kodlar ve temalar doğrultusunda sunulmuştur. Araştırma bulgularına göre, öğretim programında en çok vurgulanan değerler duyarlılık, vatanseverlik, çalışkanlık, sorumluluk ve aile bütünlüğü iken; adalet, özgürlük, estetik, dürüstlük gibi bazı değerlerin görece daha az yer aldığı belirlenmiştir. Öğretmenler, bu değerlerin aktarımında somutlaştırma eksikliği, aktif katılımı sınırlayan zaman yetersizliği ve uygulama desteği ihtiyacı gibi sorunlara dikkat çekmiştir. Ayrıca öğretmenler, önerilen yöntemler arasında drama, örnek olay inceleme ve oyun temelli öğrenmenin değerler eğitimi açısından işlevsel olduğunu belirtmiştir. Buna ek olarak, öğretmenlerin büyük çoğunluğu programın millî kimlik gelişimine olumlu katkı sağladığını, özellikle tarihî olaylar, millî kahramanlar ve kültürel miras odaklı etkinliklerin öğrencilerde millî bilinç oluşturduğunu ifade etmiştir. Bununla birlikte, evrensel değerlere sınırlı vurgu, günümüz rol modellerinin eksikliği ve bazı yöntemlerin öğrenciler için ezbere dayalı ve tekrara açık olması gibi eleştiriler de dile getirilmiştir. Programın toplumsal olaylara duyarlı bireyler yetiştirme yönü olumlu bulunmakla birlikte, bu duyarlılığın sürdürülebilirliği için okul-aile iş birliğinin ve öğretmen donanımının daha fazla desteklenmesi gerektiği vurgulanmıştır. Sonuç olarak, TYMM İlkokul Sosyal Bilgiler Dersi Öğretim Programı, sınıf öğretmenlerinin görüşlerine göre değerler eğitimi açısından kapsamlı ve teorik olarak güçlü bir yapıya sahip olsa da öğretmen rehberliği, somutlaştırma uygulamaları ve değerlerin dengeli dağılımı gibi alanlarda geliştirilmesi gerektiği belirtilmektedir. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study is a qualitative research aimed at examining the currency, cultural compatibility, and effectiveness of the Turkey Century Education Model (TYMM) Primary School Social Studies Curriculum in terms of values education. Structured with a holistic single-case design, the research was conducted in two phases: in the first phase, values included in the curriculum were identified through document analysis; in the second phase, semi-structured interviews were held with nine primary school teachers who were familiar with the program. The data were analyzed using content analysis, and the findings were presented according to codes and themes. According to the research findings, the values most emphasized in the curriculum were sensitivity, patriotism, diligence, responsibility, and family integrity, while some values such as justice, freedom, aesthetics, and honesty were relatively less represented. Teachers drew attention to issues such as the lack of concretization in the transmission of these values, insufficient time limiting active participation, and the need for implementation support. Additionally, teachers stated that among the recommended methods, drama, case study analysis, and game-based learning were functional in terms of values education. Furthermore, the majority of teachers expressed that the program positively contributed to the development of national identity, especially through activities focusing on historical events, national heroes, and cultural heritage, which fostered national consciousness among students. However, criticisms were also voiced, including limited emphasis on universal values, the absence of contemporary role models, and the fact that some methods could lead to rote memorization and repetition for students. While the program’s role in raising socially conscious individuals was viewed positively, it was emphasized that school-family cooperation and teacher training should be further supported to sustain this awareness. In conclusion, according to the opinions of classroom teachers, the TYMM Primary School Social Studies Curriculum possesses a comprehensive and theoretically strong structure in terms of values education; however, improvements are needed in areas such as teacher guidance, concretization practices, and balanced distribution of values. [ABSTRACT FROM AUTHOR]
ISSN:	1303880X
DOI:	10.34234/ded.1654849