Analysis of the Social Studies Course Curriculum of the Türkiye Century Education Model According to the SOLO Taxonomy

Abdulkerim Diktaş; Derya Girgin; İsmail Satmaz; Ulaş Yabanova

Article Details

Analysis of the Social Studies Course Curriculum of the Türkiye Century Education Model According to the SOLO Taxonomy

Authors:

Abdulkerim Diktaş | Derya Girgin | İsmail Satmaz | Ulaş Yabanova

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Eğitimde Program Değerlendirme | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.667-690

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341571

pISSN:

1303-0493

Keywords:

Abstract:

 Curricula are essential tools that guide student development, determine educational goals, and shape societal contributions. Social studies education has an interdisciplinary structure encompassing various fields such as history, geography, economics, and politics. It aims to equip students with critical thinking skills, citizenship awareness, and the ability to understand social events. Various taxonomic approaches can be used to determine these objectives; one such approach is the SOLO taxonomy. This article analyzes the Türkiye Century Education Models 4th-7th grade Social Studies Curriculum using the SOLO Taxonomy. The research employed document analysis, a qualitative research technique. The study examined the 2024 Social Studies Curriculum published by the Ministry of National Educations Board of Education and Instruction, focusing specifically on 4th-7th grade learning outcomes. Data analysis was conducted using the content analysis technique. The research findings reveal a predominance of 3rd and 4th level acquisitions, while the 5th level Abstracted Structure is limited. This indicates that the examined curriculum lacks sufficient learning outcomes for developing higher-order thinking skills. The study emphasizes the need for greater inclusion of technological developments such as digital media, artificial intelligence, and data analytics in the curriculum. Furthermore, it recommends increasing the focus on higher-order cognitive skills and restructuring the programs accordingly.

 Curricula are essential tools that guide student development, determine educational goals, and shape societal contributions. Social studies education has an interdisciplinary structure encompassing various fields such as history, geography, economics, and politics. It aims to equip students with critical thinking skills, citizenship awareness, and the ability to understand social events. Various taxonomic approaches can be used to determine these objectives; one such approach is the SOLO taxonomy. This article analyzes the Türkiye Century Education Models 4th-7th grade Social Studies Curriculum using the SOLO Taxonomy. The research employed document analysis, a qualitative research technique. The study examined the 2024 Social Studies Curriculum published by the Ministry of National Educations Board of Education and Instruction, focusing specifically on 4th-7th grade learning outcomes. Data analysis was conducted using the content analysis technique. The research findings reveal a predominance of 3rd and 4th level acquisitions, while the 5th level Abstracted Structure is limited. This indicates that the examined curriculum lacks sufficient learning outcomes for developing higher-order thinking skills. The study emphasizes the need for greater inclusion of technological developments such as digital media, artificial intelligence, and data analytics in the curriculum. Furthermore, it recommends increasing the focus on higher-order cognitive skills and restructuring the programs accordingly.

 Curricula are essential tools that guide student development, determine educational goals, and shape societal contributions. Social studies education has an interdisciplinary structure encompassing various fields such as history, geography, economics, and politics. It aims to equip students with critical thinking skills, citizenship awareness, and the ability to understand social events. Various taxonomic approaches can be used to determine these objectives; one such approach is the SOLO taxonomy. This article analyzes the Türkiye Century Education Models 4th-7th grade Social Studies Curriculum using the SOLO Taxonomy. The research employed document analysis, a qualitative research technique. The study examined the 2024 Social Studies Curriculum published by the Ministry of National Educations Board of Education and Instruction, focusing specifically on 4th-7th grade learning outcomes. Data analysis was conducted using the content analysis technique. The research findings reveal a predominance of 3rd and 4th level acquisitions, while the 5th level Abstracted Structure is limited. This indicates that the examined curriculum lacks sufficient learning outcomes for developing higher-order thinking skills. The study emphasizes the need for greater inclusion of technological developments such as digital media, artificial intelligence, and data analytics in the curriculum. Furthermore, it recommends increasing the focus on higher-order cognitive skills and restructuring the programs accordingly.

 Öğretim programları, öğrenci gelişimini yönlendiren, eğitimin amaçlarını belirleyen ve topluma yönelik katkıyı şekillendiren temel araçlardır. Sosyal bilgiler eğitimi, tarih, coğrafya, ekonomi ve siyaset gibi çeşitli alanları kapsayan disiplinler arası bir yapıya sahiptir. Bu eğitim, öğrencilere eleştirel düşünme, vatandaşlık bilinci ve toplumsal olayları anlama becerisi kazandırmayı hedefler. Bu hedeflerin belirlenmesinde farklı taksonomik yaklaşımlar kullanılabilir; bunlardan biri de SOLO taksonomisidir. Bu makale, Türkiye Yüzyılı Maarif Modeli 4-7. sınıf Sosyal Bilgiler Dersi Öğretim Programını SOLO Taksonomisi doğrultusunda analiz etmeyi amaçlamaktadır. Araştırma, nitel araştırma desenlerinden biri olan doküman incelemesi tekniğini kullanmıştır. Çalışmada, Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu tarafından yayınlanan 2024 Sosyal Bilgiler Dersi Öğretim Programı incelenmiş, ancak bu inceleme 4-7. sınıf kazanımlarıyla sınırlandırılmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırma sonucunda elde edilen bulgular, özellikle 3. ve 4. düzey kazanımların ağırlıkta olduğunu, ancak 5. düzey olan Soyutlanmış Yapı düzeyinin sınırlı kaldığını göstermektedir. Bu durum, incelenen programın üst düzey düşünme becerilerini geliştirme açısından yeterli kazanımlar içermediğini ortaya koymaktadır. Çalışma, öğretim programında dijital medya, yapay zekâ ve veri analitiği gibi teknolojik gelişmelere daha fazla yer verilmesi gerektiğini vurgulamaktadır. Ayrıca, üst düzey bilişsel becerilere yönelik kazanımların artırılması ve programların bu doğrultuda yeniden yapılandırılması önerilmektedir.

Article Details

Analysis of the Social Studies Course Curriculum of the Türkiye Century Education Model According to the SOLO Taxonomy

Authors:

Abdulkerim Diktaş | Derya Girgin | İsmail Satmaz | Ulaş Yabanova

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Eğitimde Program Değerlendirme | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.667-690

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341571

pISSN:

1303-0493

SOLO Taxonomy

Social Studies Program

Türkiye Education ModelSOLO Taksonomisi

Sosyal Bilgiler Programı

Türkiye Maarif Modeli

Issues

Article Details

Analysis of the Social Studies Course Curriculum of the Türkiye Century Education Model According to the SOLO Taxonomy

Authors: Abdulkerim Diktaş | Derya Girgin | İsmail Satmaz | Ulaş Yabanova

Publisher: Bolu Abant Izzet Baysal University

Main Topics: Eğitimde Program Değerlendirme | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.667-690

Document Type: Article

Publication Date: 3/2025

Document Language: Turkish

Document ID (Org No.): 2001341571

pISSN: 1303-0493

SOLO Taxonomy

Social Studies Program

Türkiye Education ModelSOLO Taksonomisi

Sosyal Bilgiler Programı

Türkiye Maarif Modeli

Issues

Authors:

Abdulkerim Diktaş | Derya Girgin | İsmail Satmaz | Ulaş Yabanova

Publisher:

Bolu Abant Izzet Baysal University

Main Topics:

Eğitimde Program Değerlendirme | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 1, pp.667-690

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001341571

pISSN:

1303-0493