THE 2018 GEOGRAPHY CURRICULUM IN THE CONTEXT OF SOCIAL

Hülya Yiğit Özüdoğru

Article Details

THE 2018 GEOGRAPHY CURRICULUM IN THE CONTEXT OF SOCIAL

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Dicle University

Main Topics:

Sosyal Politika (Diğer)

Journal:

Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 34, pp.520-543

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001300932

pISSN:

1308-6219

Keywords:

Abstract:

 This study aims to evaluate the learning outcomes of the geography curriculum 9-12th grade, which has been implemented in secondary education since 2018, in terms of social policy. The document analysis method, one of the qualitative research methods, was used in the study. In the 2018 geography curriculum GC, learning outcomes related to the components of social policy and the working areas of the Ministry of Family and Social Services MoFSS were identified. In the 2018 GC, it was determined that the learning outcomes related to social policy were mostly in the human systems unit. In the natural systems unit, no learning outcome could be associated with social policy. Social policy practices, global and local instruments of social policy, and environmental problems, which social policymakers call the third generation, were included in the GC. Social policy that are directly within the scope of the MoFSS were found. Outcomes fall within the scope of social inclusion and social cohesion. These issues are prominent in the areas of women, migrants and intercultural communication. In this respect, the GC 2018 is the first program to explicitly include state social policy measures. Teachers are advised to shape learning environments by taking these learning outcomes.

 This study aims to evaluate the learning outcomes of the geography curriculum 9-12th grade, which has been implemented in secondary education since 2018, in terms of social policy. The document analysis method, one of the qualitative research methods, was used in the study. In the 2018 geography curriculum GC, learning outcomes related to the components of social policy and the working areas of the Ministry of Family and Social Services MoFSS were identified. In the 2018 GC, it was determined that the learning outcomes related to social policy were mostly in the human systems unit. In the natural systems unit, no learning outcome could be associated with social policy. Social policy practices, global and local instruments of social policy, and environmental problems, which social policymakers call the third generation, were included in the GC. Social policy that are directly within the scope of the MoFSS were found. Outcomes fall within the scope of social inclusion and social cohesion. These issues are prominent in the areas of women, migrants and intercultural communication. In this respect, the GC 2018 is the first program to explicitly include state social policy measures. Teachers are advised to shape learning environments by taking these learning outcomes.

 This study aims to evaluate the learning outcomes of the geography curriculum 9-12th grade, which has been implemented in secondary education since 2018, in terms of social policy. The document analysis method, one of the qualitative research methods, was used in the study. In the 2018 geography curriculum GC, learning outcomes related to the components of social policy and the working areas of the Ministry of Family and Social Services MoFSS were identified. In the 2018 GC, it was determined that the learning outcomes related to social policy were mostly in the human systems unit. In the natural systems unit, no learning outcome could be associated with social policy. Social policy practices, global and local instruments of social policy, and environmental problems, which social policymakers call the third generation, were included in the GC. Social policy that are directly within the scope of the MoFSS were found. Outcomes fall within the scope of social inclusion and social cohesion. These issues are prominent in the areas of women, migrants and intercultural communication. In this respect, the GC 2018 is the first program to explicitly include state social policy measures. Teachers are advised to shape learning environments by taking these learning outcomes.

 Bu çalışmanın amacı, 2018 yılından itibaren ortaöğretimde uygulanmakta olan coğrafya dersi öğretim programı 9-12. sınıf kazanımlarını sosyal politika açısından değerlendirmektir. Çalışmada nitel araştırma yöntemlerinden biri olan doküman analizi kullanılmıştır. 2018 coğrafya dersi öğretim programında CDÖP sosyal politikanın bileşenleri ile Aile ve Sosyal Hizmetler Bakanlığının ASHB çalışma alanlarıyla ilişkili kazanımlar belirlenmiştir. 2018 CDÖPde sosyal politikayla ilişkili kazanımların beşeri sistemler ünitesinde yoğunlaştığı tespit edilmiştir. Doğal sistemler ünitesinde ise sosyal politika ile ilişkilendirilebilecek bir kazanıma yer verilmemiştir. CDÖPde sosyal politika uygulamalarına, sosyal politikanın küresel ve yerel araçlarına, sosyal politikacıların üçüncü kuşak olarak adlandırdığı çevre sorunlarına yer verilmiştir. CDÖPde doğrudan ASHBnin faaliyet alanında olan sosyal politika konuları da bulunmaktadır. Bu kazanımlar sosyal içerme ve toplumsal uyum kapsamında özellikle kadın, göçmenler ve kültürler arası iletişim konularında ön plana çıkmıştır. Bu yönüyle 2018 CDÖP devlete ait sosyal politika tedbirlerinin açıkça yer aldığı ilk program olma özelliği taşımaktadır. Öğretmenlere; öğrenme ortamını, söz konusu kazanımları ve uyarıları dikkate alarak öğrencilerde farkındalık oluşturmaya yönelik olarak dersleri planlamaları önerilir.

Article Details

THE 2018 GEOGRAPHY CURRICULUM IN THE CONTEXT OF SOCIAL

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Dicle University

Main Topics:

Sosyal Politika (Diğer)

Journal:

Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 34, pp.520-543

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001300932

pISSN:

1308-6219

Geography Education

Curriculum

Social Policy

2018 GCCoğrafya Eğitimi

Öğretim Programı

Sosyal Politika

2018 CDÖP

Issues

Article Details

Authors: Hülya Yiğit Özüdoğru

Publisher: Dicle University

Main Topics: Sosyal Politika (Diğer)

Journal: Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 34, pp.520-543

Document Type: Article

Publication Date: 10/2023

Document Language: Turkish

Document ID (Org No.): 2001300932

pISSN: 1308-6219

Issues

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Dicle University

Main Topics:

Sosyal Politika (Diğer)

Journal:

Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 34, pp.520-543

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001300932

pISSN:

1308-6219