Abstract
In addition to providing knowledge and skills to individuals in the educational process, it is also aimed to attainment value and attitude. In this context, today, values are included in the curriculum of many countries around the world as a curriculum component. The aim of this research is to examine the geography course curriculum (GCC) applied in Turkey from the Republic to the present day with the dimension of values education. In this study, which is a qualitative research, descriptive content analysis method was used. All GCC’s applied from 1924 to the present day constitute the universe of research. Since the entire research universe has been reached, no sample selection has been made. All GCC’s that make up the research universe have been subjected to descriptive analysis.According to the results of the analysis, the research findings were presented in three periods: 1924-1971, 1971-2005 and 2005 2021. Accordingly, the GCC’s applied between 1924 and 1971 do not include any content related to values education, while the GCC’s applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC. With the 2017 GCC, values were relationship with attainment, unit and class level for the first time. As a result, in the last half century, GCC’s have shown slow but continuous development in terms of values education, but there are some problems inpractice.
Highlights
The geography course curriculum (GCC)’s applied between 1924 and 1971 do not include any content related to values education, while the GCC’s applied between 1971-2005 included values implicitly in the general teaching purposes, and in the period 2005-2021, a curriculum element of values was included in the GCC
In order to ensure the internal validity of the research, the descriptive content analysis data form developed at the beginning of the research was examined by an independent researcher specializing in geographical education and the data form was given its final version by making the necessary arrangements according to the feedback received
During the period 1924-1971, six curriculum changes were made for secondary geography courses: 1924, 1927, 1938, 1940, 1942 and 1957
Summary
Objectives of the GCCValues Contained in the Content Size of the GCCGrade Unit AttainmentValidity and Reliability of the ResearchIn qualitative research, reporting the data collected during the research process and explaining how the researcher reached the results are important criteria for the validity of the research (Yıldırım & Şimşek, 2018). In order to ensure the internal validity of the research, the descriptive content analysis data form developed at the beginning of the research was examined by an independent researcher specializing in geographical education and the data form was given its final version by making the necessary arrangements according to the feedback received. In order to ensure the external validity of the research, all GCC’s from the Republic to the present day. Reliability in qualitative research means consistency of the researcher's approach from the point of view of different projects and different researchers (Creswell, 2013). The reliability of the research and data is ensured by confirming the results of the research and providing the data directly in a descriptive manner
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