A COMPARATIVE ANALYSIS OF MIDDLE SCHOOL FOLK CULTURE CURRICULUMS DEVELOPED IN TURKEY

Abstract

This research aimed to make a comparative analysis of 2006, 2007, 2008, and 2018 Middle School Elective Folk Culture Course Curriculum. For this, descriptive model was adopted in the research and document analysis technique was used. The data source of the study was the Middle School Elective Folk Culture Course Curriculums published by the Ministry of National Education Board of Education in 2006-2007-2008 and 2018. In the data collection process two forms were used; Comparative Document, and Curriculum Analysis Forms. The data were analyzed descriptively. According to the analysis results, it was determined that the sections such as the commission list, activity examples, the definition and purpose of folklore and the description of the Folk Culture course in the 2006-2007 and 2008 curricula were not included in the 2018 curriculum. When the structural features of the curriculum were examined, it was determined that the 2018 curriculum did not include skills, but instead included competencies as core skills. In addition, different values are included in the curriculum; it has been concluded that there are substantial similarities in learning areas and acquisitions. When examining the dimension of teaching-learning process, although the 2006-2007 and 2008 curricula include detailed examples of activities and daily lesson plans related to each acquisition it was determined that there was no sample activity in the 2018 curriculum. In the evaluation dimension, while the measurement tools are explained in detail in 2006-2007 and 2008 curricula and examples related to their outcomes are included, it has been determined that measurement-evaluation methods and tools are not included in the 2018 curriculum.