KARŞILAŞTIRMALI BİR ÇALIŞMA: MISIR VE TÜRKİYE 7. SINIF SOSYAL BİLGİLER DERS PROGRAMLARI

A COMPARATIVE STUDY: EGYPTS’ AND TURKEYS’ SEVENTH GRADE SOCIAL STUDIES CURRICULUM

Özet

Uluslararası hoşgörünün geliştirilmesi için ülkeler arası karşılaştırmalı eğitim çalışmaları yapmak son derece mühimdir. Bu çalışmada söz konusu karşılaştırma için Mısır seçilmiştir. Mısır, Türkiye gibi Ortadoğu'nun mühim ülkelerinden biridir. Çalışmanın temel amacı Mısır Arap Cumhuriyeti'nde 2007-2008 senesinden itibaren geçerli olan sosyal bilgiler öğretim programı ile ülkemizde 2005 senesinden itibaren uygulamaya konulan 7. sınıf sosyal bilgiler ders programları arasındaki benzerlik ve farklılıkları tespit etmektir. Araştırma nitel araştırma modeline dayalı doküman analizi yöntemiyle gerçekleştirilmiştir. Amaçlı örnekleme yöntemi tercih edilmiştir. Mısır'da 2007-2008 öğretim senesinde uygulanan 2. kademe 1. sınıf sosyal bilgiler dersi öğretim programı ile bu seviyeye denk olan Türkiye'de 2007-2008 öğretim senesinde uygulanan 7. sınıf sosyal bilgiler ders programı araştırmanın örneklemini oluşturmuştur. Veriler doküman analizi tekniğine uygun olarak toplanmıştır. Sosyal bilgiler öğretim programları betimsel analize tabi tutulmuştur. Programların amaçları, vizyonları, içerikleri, yapıları, eğitim durumları, değerlendirme durumları incelenmiş, bu hususlardaki benzerlik ve farklılıklara karşılaştırmalı olarak yer verilmiştir. Araştırmada Türkiye'de amaçların, Mısır'dakinin aksine, 1. kademe ve 2. kademe için bütünleşik olduğu, Türkiye'de genel amaçlar içerisinde Mısır'da olduğu gibi teoloji, yöntem bilim ve ekolojiye yönelik ayrı ayrı amaçlar bulunmadığı, Türkiye'de amaçlarda sosyoloji, ekonomi ve disiplinler arası amaçlara Mısır'a göre daha fazla, Mısır'da ise tarih ve coğrafya disiplin ve alanlarına daha çok yer verildiği, Türkiye vizyonunda millî bir lidere atıf yapılırken, Mısır programında böyle bir atıf bulunmadığı, Türkiye'de program vizyonunda Mısır'daki gibi dinî bir vurgu bulunmadığı, Türkiye'de Mısır'dakinin aksine süreci ölçmeye yönelik çoklu ve alternatif değerlendirme yöntemleri uygulandığı sonuçlarına ulaşılmıştır

Abstract

For the development of internatioanal tolerance, making comparative educational studies are so important. In this study Egypt is selected for comparison with Turkey. Egypt is one of the most important countries of Middle East, like Turkey. The main problem of this research is to identify the similarities and differencies between social studies curriculum that is applied in the Arap Republic of Egypt in the year of 2007-2008 and which is put in to practice in Turkey in the year of 2005. The qualitative research procedures followed in order to carry out this investigation, and also the document analysis techniques are applied based on the qualitative research models. Purposive Sampling was preferred. The sixth grades’ social studies curriculums that was applied in Egypt and Turkey in 2007-2008 were samples. Datas were collected in accordance with document analyse technique. Social studies curriculums were subjected to a descriptive analyse. Goals, visions, contents, structures, training situations and evaluation situations of curriculums were examined and stated similarities and differencies about them. According to research findings, the research results are obtained as follows: Aims of Turkeys’ curriculum is entegrated for primary and secondary stages in contrast to Egypts’ curriculum. There is no aim about teology, methodology and ecology in general aims in Turkey, respectively, as in Egypt. More places given in the aims of Turkeys’ associated with sociology, economy and interdiscipline than Egypt and more places are given in the aims of Egypts’ associated with history and geography. There is no religionic emphasis in Turkeys’ vision as in Egypt and tehere is no emphasis one of natioanal leader in Egypts’ as Turkey. Student-centered approaches are adopted in terms of educatioanl attainment in Turkey. It is understood that multiple and alternative evaluation methods are applied to measure process in Turkey Egypt which was chosen as the subject for this research is one of the central countries of Middle East, just like Turkey. Turkey must understand the development dynamics in the Middle East in order to improve the atmosphere of peace and security in the region and to protect its own interests. Today, school books of Arab world are commonly trying to put on people's subconscious that the period of Ottoman dominance in the region is a dark and inefficient period. There are a lot of negative evaluations about Turks in school books. It is highly important to do comparative educational studies among countries with the aim of improving the international tolerance, determining such conditions scientifically and preventing them diplomatically. Together with this, comparative studies will also provide the extensive documents needed for providing sources for continuous curriculum-developing studies which are caused and necessitated by series of developments in the fields of science, technology and communication. The aim of this research is to comparatively analyse the curriculums followed in the social studies lessons in primary education 7th grade in Turkey and in Egypt-equivalent of this, 1st grade of the secondary stage in primary education in the school year of 2007-2008. In this analysis, the answers to following basic and sub-questions were sought: 1. The research questions related to the social studies curriculums in Egypt and Turkey: 1.1. How are the documents in which social studies curriculums are found? 1.2. What are the general objectives/purposes of social studies curriculums? 1.3. What are the visions of social studies curriculums? 1.4. What are the special objectives/purposes of social studies curriculums? 1.5. Which units and topics are found in the contents of social studies curriculums? 1.6. How is the arrangement of the contents of social studies curriculums? 1.7. How is the organization of social studies curriculums? 1.8. How are the educational statuses in social studies curriculums? 1.9. How are the evaluations made in social studies curriculums? 2. The research questions related to the differences and similarities of social studies curriculums in Egypt and Turkey: 2.1. What are the differences and similarities between the documents in which social studies curriculums are found? 2.2. What are the differences and similarities between general objectives/purposes of social studies curriculums? 2.3. What are the differences and similarities between the visions of social studies curriculums? 2.4. What are the differences and similarities between special objectives/purposes of social studies curriculums? 2.5. What are the differences and similarities between the disciplines which are found in the contents of social studies curriculums? 2.6. What are the differences and similarities in terms of the arrangement of the contents of social studies curriculums? 2.7. What are the differences and similarities in terms of the organizations of social studies curriculums? 2.8. What are the differences and similarities in terms of the educational statuses in social studies curriculums? 2.9. What are the differences and similarities in terms of the evaluation in social studies curriculums? Qualitative research procedures were followed throughout the research and document analysis method based on the qualitative research model was used. Document analysis involves the analysis of written materials which contain information related to the phenomenon or phenomena intended to be researched. There may be a single data collection method in qualitative researches. The reason why this method was preferred is that the document analysis is a method used in the collection, systematic analysis and evaluation of official or private records. In addition, it is that this method provides resources in data collection. Sampling Purposive sampling method was preferred to get an integrative picture and to obtain in-depth information. The social studies curriculum used in 1st grade of the 2nd stage of primary educa