Araştırma Makalesi
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Sosyal Bilgiler Dersi Öğretim Programı’nın Kültürel Yetkinlik ve Beceriler Işığında İncelenmesi: Türkiye 2018 Programı Örneği

Yıl 2024, Cilt: 26 Sayı: 1, 62 - 76, 28.03.2024
https://doi.org/10.17556/erziefd.1367145

Öz

Bu çalışma Sosyal bilgiler dersi öğretim programını öğrencilerden 21. yüzyılda sahip olunması beklenen kültürel beceriler boyutuyla incelemiştir. Bu kapsamda önce literatürde bulunan çeşitli 21. yüzyıl yetkinlik ve beceri çerçeveleri incelenmiş ve bu çerçevelerin kültür ile ilgili boyutları belirlenerek konuyla ilgili özgün bir çerçeve ortaya konulmuştur. Daha sonra belirlenen bu beceri setlerinin programdaki beceri ve kazanımlara olan yansımaları incelenmiştir. Çalışmada nitel araştırma yöntemlerinden biri olan durum çalışması deseni kullanılmış, veri toplama yöntemi olarak da doküman incelemesi tekniğinden yararlanılmıştır. Elde edilen verilerin çözümlenmesi ise içerik analizi yöntemiyle yapılmıştır. Çalışma sonucunda; kültürel yetkinlikler araştırmacılar tarafından altı başlık halinde kategorize edilmiştir. Programda kültürel okuryazarlık adı altında somut bir beceriye rastlanamamış ancak konuyla doğrudan veya dolaylı olarak ilişkili olduğu düşünülen beceriler tespit edilmiştir. Programda yer verilen kazanımlar incelendiğinde ise çeşitli kültürel yetkinlikler altında yer alan 46 adet kazanım bulunmuştur. Araştırmacılar, mevcut programın kültürlerarası becerileri kazandırma konusunda yetersiz kaldığı konusunda hemfikirdir. Gelecek yıllarda yapılacak olan müfredat güncellemeleri ve yeniliklerle, kültürel becerilerin müfredat içinde daha somut ifadelerle yer alması ve programın içinde kültürler arası becerilere daha fazla vurgu yapılması beklenilmektedir.

Kaynakça

  • Ablak, S. (2020). Sosyal bilgiler öğretmen adaylarının sahip oldukları 21. yüzyıl becerilerinin çeşitli değişkenler açısından incelenmesi. Journal of History School(XLVIII), 3316-3334. https://www.doi.org/10.29228/joh.45167
  • Anning, B. (2010). Embedding an Indigenous graduate attribute into University of Western Sydney's Courses. The Australian Journal of Indigenous Education, 39(S1), 40-52. https://doi.org/10.1375/S1326011100001125
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Draft white paper 1: Defining 21st century skills. Available online also at: http://cms. education. gov. il/NR/rdonlyres/19B97225-84B1-4259-B423-4698E1E8171A/115804/defining21stcenturyskills. pdf [accessed in Kota Kinabalu, Malaysia: April 15, 2015].
  • Borrowski, T. (2019). The Battelle for Kids P21 Framework for 21st Century Learning. University of Illinois at Chicago.
  • Boyacı, Ş. D. B., & Özer, M. G. (2019). Öğrenmenin geleceği: 21. yüzyıl becerileri perspektifiyle Türkçe dersi öğretim programları. Anadolu Journal of Educational Sciences International, 9(2), 708-738. https://doi.org/10.18039/ajesi.578170
  • Christensen, C. P. (1989). Cross-cultural awareness development: A conceptual model. Counselor Education and Supervision.
  • Committee, I. L. T. S. (2007). IEEE Standard for Learning Technology—Data Model for Reusable Competency Definitions (RCD). IEEE, 1484, 1-2007.
  • Council, E. (2006). Recommendations of the European Council and the Council of 18 December on key competences for lifelong learning. In: Brussels: Official Journal of the European Union, June.
  • Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
  • DeSeCo, O. (2005). Definition and selection of key competencies-Executive summary. http://www. deseco. admin. ch/bfs/deseco/en/index/02. html.
  • Flavell, H., Thackrah, R., & Hoffman, J. (2013). Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula. Journal of Teaching and Learning for Graduate Employability, 4(1), 39-57.
  • Greenhill, V. (2015). P21 Framework Definitions students must also learn the.
  • Griffin, P., & Care, E. (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
  • Hanvey, R. G. (1982). An attainable global perspective. Theory into practice, 21(3), 162-167.
  • Hirsch, E. D. (1983). Cultural literacy. The American Scholar, 159-169.
  • Hirsch Jr, E. D. (1988). Cultural literacy: What every American needs to know. Vintage.
  • Hozjan, D. (2009). Key competences for the development of lifelong learning in the European Union. European journal of vocational training, 46(1), 196-207.
  • Hurn, B. J., Tomalin, B., Hurn, B. J., & Tomalin, B. (2013). Selection and Preparation for Foreign Assignments. Cross-Cultural Communication: Theory and Practice, 98-124.
  • İçli, G. (2001). Küreselleşme ve kültür. CÜ Sosyal Bilimler Dergisi, 25(2), 163-172.
  • ISTE. (2007). National educational technology standards for students. ISTE (International Society for Technology in Education).
  • Kim, Y. Y. (2017). Cross-cultural adaptation. Oxford research encyclopedia of communication.
  • Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.
  • Lemke, C. (2002). enGauge 21st Century Skills: Digital Literacies for a Digital Age.
  • Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution.
  • MOE. (2010). MOE to enhance learning of 21st century competencies and strengthen art, music and physical education. In: Singapore Ministry of Education.
  • Moore, D. R., Cheng, M. I., & Dainty, A. R. (2002). Competence, competency and competencies: performance assessment in organisations. Work study, 51(6), 314-319.
  • OECD, D. (2005). Lessons learned on the use of Power and Drivers of Change Analyses in development co-operation. review commissioned by the OECD DAC Network on Governance (GOVNET).
  • P21. (2019). Framework for 21st century learning definitions. A Network of Battelle for Kids.
  • Rotherham, A. J., & Willingham, D. (2009). 21st century. Educational Leadership, 67(1), 16-21.
  • Salas Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & E-Learning: An International Journal.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi delta kappan, 90(9), 630-634.
  • Stager, G. (2007). Refreshing the ISTE technology standards: Senior editor Gary Stager interviews Don Knezek, CEO of ISTE, on the revised national educational technology standards (NETS). District Administration, 43(6), 30-37.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. Union, E. (2019). Key competences for lifelong learning. In: Publications Office of the EU. htt p s://op. europa. eu/en/publication ….
  • United Nations Educational, S., & Organization, C. (2011). UNESCO ICT competency framework for teachers. In: Autor.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı) Ankara: Seçkin.
  • Yatkın Bozkurt, Ş., Özen, F. ve Altunbay, M. (2020). Küreselleşme, kültürel etkileşim, kültürel okuryazarlık ve eğitim. Mustafa Güçlü (Edt.). Eğitim Antropolojisi (ss. 156), Ankara: Pegem.

Examining the Social Studies Curriculum in Light of Cultural Competence and Skills: A Case Study of the 2018 Program in Türkiye

Yıl 2024, Cilt: 26 Sayı: 1, 62 - 76, 28.03.2024
https://doi.org/10.17556/erziefd.1367145

Öz

This study examined the Social Studies course curriculum in terms of the cultural skills expected from students in the 21st century. In this context, various 21st-century competency and skill frameworks found in the literature were examined, the cultural dimensions of these frameworks were determined, and an original framework on the subject was presented. Then, the reflections of this determined cultural framework on the skills and learning outcomes in the program were examined. A case study design was used in the study, and the document review technique was used as the data collection method. The data obtained was analyzed using the content analysis method. In the results of our work, cultural competencies have been categorized under six headings by researchers. No concrete skills under the name of cultural literacy were found in the program, but skills that were thought to be directly or indirectly related to the subject were identified. When the learning outcomes included in the program were examined, 46 learning outcomes were found under various cultural competencies. Researchers unanimously agree that the current program lacks in imparting intercultural skills. Future curriculum updates are expected to provide more concrete expressions of cultural competencies and increase emphasis on intercultural skills within the program.

Kaynakça

  • Ablak, S. (2020). Sosyal bilgiler öğretmen adaylarının sahip oldukları 21. yüzyıl becerilerinin çeşitli değişkenler açısından incelenmesi. Journal of History School(XLVIII), 3316-3334. https://www.doi.org/10.29228/joh.45167
  • Anning, B. (2010). Embedding an Indigenous graduate attribute into University of Western Sydney's Courses. The Australian Journal of Indigenous Education, 39(S1), 40-52. https://doi.org/10.1375/S1326011100001125
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., & Rumble, M. (2010). Draft white paper 1: Defining 21st century skills. Available online also at: http://cms. education. gov. il/NR/rdonlyres/19B97225-84B1-4259-B423-4698E1E8171A/115804/defining21stcenturyskills. pdf [accessed in Kota Kinabalu, Malaysia: April 15, 2015].
  • Borrowski, T. (2019). The Battelle for Kids P21 Framework for 21st Century Learning. University of Illinois at Chicago.
  • Boyacı, Ş. D. B., & Özer, M. G. (2019). Öğrenmenin geleceği: 21. yüzyıl becerileri perspektifiyle Türkçe dersi öğretim programları. Anadolu Journal of Educational Sciences International, 9(2), 708-738. https://doi.org/10.18039/ajesi.578170
  • Christensen, C. P. (1989). Cross-cultural awareness development: A conceptual model. Counselor Education and Supervision.
  • Committee, I. L. T. S. (2007). IEEE Standard for Learning Technology—Data Model for Reusable Competency Definitions (RCD). IEEE, 1484, 1-2007.
  • Council, E. (2006). Recommendations of the European Council and the Council of 18 December on key competences for lifelong learning. In: Brussels: Official Journal of the European Union, June.
  • Dede, C. (2010). Comparing frameworks for 21st century skills. 21st century skills: Rethinking how students learn, 20(2010), 51-76.
  • DeSeCo, O. (2005). Definition and selection of key competencies-Executive summary. http://www. deseco. admin. ch/bfs/deseco/en/index/02. html.
  • Flavell, H., Thackrah, R., & Hoffman, J. (2013). Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula. Journal of Teaching and Learning for Graduate Employability, 4(1), 39-57.
  • Greenhill, V. (2015). P21 Framework Definitions students must also learn the.
  • Griffin, P., & Care, E. (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
  • Hanvey, R. G. (1982). An attainable global perspective. Theory into practice, 21(3), 162-167.
  • Hirsch, E. D. (1983). Cultural literacy. The American Scholar, 159-169.
  • Hirsch Jr, E. D. (1988). Cultural literacy: What every American needs to know. Vintage.
  • Hozjan, D. (2009). Key competences for the development of lifelong learning in the European Union. European journal of vocational training, 46(1), 196-207.
  • Hurn, B. J., Tomalin, B., Hurn, B. J., & Tomalin, B. (2013). Selection and Preparation for Foreign Assignments. Cross-Cultural Communication: Theory and Practice, 98-124.
  • İçli, G. (2001). Küreselleşme ve kültür. CÜ Sosyal Bilimler Dergisi, 25(2), 163-172.
  • ISTE. (2007). National educational technology standards for students. ISTE (International Society for Technology in Education).
  • Kim, Y. Y. (2017). Cross-cultural adaptation. Oxford research encyclopedia of communication.
  • Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The social studies, 92(1), 10-15.
  • Lemke, C. (2002). enGauge 21st Century Skills: Digital Literacies for a Digital Age.
  • Mayring, P. (2014). Qualitative content analysis: theoretical foundation, basic procedures and software solution.
  • MOE. (2010). MOE to enhance learning of 21st century competencies and strengthen art, music and physical education. In: Singapore Ministry of Education.
  • Moore, D. R., Cheng, M. I., & Dainty, A. R. (2002). Competence, competency and competencies: performance assessment in organisations. Work study, 51(6), 314-319.
  • OECD, D. (2005). Lessons learned on the use of Power and Drivers of Change Analyses in development co-operation. review commissioned by the OECD DAC Network on Governance (GOVNET).
  • P21. (2019). Framework for 21st century learning definitions. A Network of Battelle for Kids.
  • Rotherham, A. J., & Willingham, D. (2009). 21st century. Educational Leadership, 67(1), 16-21.
  • Salas Pilco, S. Z. (2013). Evolution of the framework for 21st century competencies. Knowledge Management & E-Learning: An International Journal.
  • Silva, E. (2009). Measuring skills for 21st-century learning. Phi delta kappan, 90(9), 630-634.
  • Stager, G. (2007). Refreshing the ISTE technology standards: Senior editor Gary Stager interviews Don Knezek, CEO of ISTE, on the revised national educational technology standards (NETS). District Administration, 43(6), 30-37.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. Union, E. (2019). Key competences for lifelong learning. In: Publications Office of the EU. htt p s://op. europa. eu/en/publication ….
  • United Nations Educational, S., & Organization, C. (2011). UNESCO ICT competency framework for teachers. In: Autor.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. Baskı) Ankara: Seçkin.
  • Yatkın Bozkurt, Ş., Özen, F. ve Altunbay, M. (2020). Küreselleşme, kültürel etkileşim, kültürel okuryazarlık ve eğitim. Mustafa Güçlü (Edt.). Eğitim Antropolojisi (ss. 156), Ankara: Pegem.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal Bilgiler Eğitimi
Bölüm Erken Görünüm
Yazarlar

Fatih Diken 0000-0002-6108-3570

Selman Ablak 0000-0001-8538-1292

Erken Görünüm Tarihi 12 Mart 2024
Yayımlanma Tarihi 28 Mart 2024
Kabul Tarihi 20 Aralık 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 26 Sayı: 1

Kaynak Göster

APA Diken, F., & Ablak, S. (2024). Sosyal Bilgiler Dersi Öğretim Programı’nın Kültürel Yetkinlik ve Beceriler Işığında İncelenmesi: Türkiye 2018 Programı Örneği. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 62-76. https://doi.org/10.17556/erziefd.1367145