Abstract
The document review method, which is a qualitative research method, was used in this study that aims to examine the social studies curriculum and course books in terms of attainments, teaching-learning process and measurement-evaluation process in the context of global citizenship. Furthermore, opinions of social studies teachers on the curriculum and course books in the context of global citizenship were determined by taking their written statements. Social studies course books and curricula at fourth, fifth, sixth and seventh grade levels were examined in the study. Also, opinions of nine social studies teachers were analyzed. As a result of the study, it can be said that in general, the dimensions of global citizenship are included within the scope of attainments, content, teaching-learning process, measurement-assessment elements regarding social studies course. It was determined that awareness of diversity and multiculturalism, political and economic processes and interdependence, human rights, environmental responsibility and sustainable development among the dimensions of global citizenship are addressed at most, while the dimensions of social justice and contemporary peace and conflict are covered quite slightly. Furthermore, according to teachers' opinions, it can be said that social studies curriculum and course books have deficiencies in the context of global citizenship.
Highlights
The phenomenon of globalization that started to take place in the world at the end of the 20th century caused changes in social, economic, political and cultural areas [1]
It is stated that the social studies course comes to the forefront for global citizenship education and the social studies course is one of the most effective courses for global citizenship [6, 12, 13, 14, 15], and the facts that the subject fits the nature of the course and aims at educating citizens who are active and open for communication and developing a multiple
Findings within the scope of the dimensions of global citizenship of the attainments, teaching-learning activities and measurement-assessment activities by grade levels were included in the findings
Summary
The phenomenon of globalization that started to take place in the world at the end of the 20th century caused changes in social, economic, political and cultural areas [1]. It includes topics such as the global agenda that students will need to participate in today, such as environmental sustainability, terrorism containment, cyberspace security, human rights, migration, displacement, asylum seeking and global health needs [5]. To this end, today’s education systems headed towards the aim of educating global citizens since individuals who adopt universal values with a global sense of responsibility are required [6]. It is stated that the aim of education should be to raise individuals who are successful in different cultures and geographies in the international arena, but not individuals who are successful only within national borders [8]. It is stated that the social studies course comes to the forefront for global citizenship education and the social studies course is one of the most effective courses for global citizenship [6, 12, 13, 14, 15], and the facts that the subject fits the nature of the course and aims at educating citizens who are active and open for communication and developing a multiple
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