AbstractThe aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011- 2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in Turkey using the stratified sampling model. The Perception Scale was used as a data collection tool. According to the findings of the study, the democratic perceptions of primary school students differ according to their sex, what grade they are in, the education and income status of their parents, and where they live. The differences were found to be within the average of the scores of Turkey and the other 28 countries' scores where the study was conducted. It was concluded that the average score for the positive items of students who lived in Turkey was low whereas the perception of democracy scores for students in Turkey was high compared to the scores of students from the 28 other countries.Key WordsDemocracy, Education, Perception of Democracy, Primary School, Students.It is rather difficult to decide when and in which country democracy first emerged. However, the common opinion is that as a word representing a specific political order, it emerged and was practiced first in Ancient Greece. Since then, people have fought to participate in the government equally, and this fight has lasted for centuries. Although there was not a democracy like that of the Ancient Greeks in Ancient Rome, the Romans did try to apply democratic principles. In the Medieval Ages, democracy as a political system fell offthe map. In Medieval Europe the feudal system structure and pressure from the church prevented democracy from being practiced (Duman, Karakaya, & Yavuz, 2011, p. 89).In order for democratic order and its proper practice to continue, the concept of democracy should be taught in a detailed way because democracy is neither a mechanism for teaching oneself nor does it develop by itself. For this reason, children and young people should receive appropriate education regarding democracy. Otherwise individuals can not attempt to practice or develop a democracy which they have not yet clearly comprehended (Yaniklar & Elyildirim, 2004, p. 28). For this aim, the core of democracy should be taught starting at an early age. For social reconciliation and mutual love and respect, human rights education should be provided to primary school students intensively (Uste, 2007, p. 296). Although teaching these things in primary school is important there are a limited number of studies on democracy education in primary schools in Turkey. The project Democracy Education and School Assemblies drew some attention, but it was limited to the evaluation of the project (Bicer, 2007; Ceylan, 2009; F. Dogan, 2008; Emir & Kaya, 2004; Kincal & Uygun, 2006; Metin, 2006; Ozdemir, 2009; Sayin, 2010).Other studies are related and limited to the evaluation of the course Democracy and Human Rights, the course books and the syllabus (Akbasli, 2000; Aras, 2000; Buyukdemir, 2001; Ipek, 2011; Kepenekci, 1999; Otluca, 1996; Seven, 2001; Turker, 1999). Three studies were found whose aim was to determine the perception of democracy of students by using the tools developed by the International Association for the Evaluation of Educational Achievement [IEA] (Doganay, 2008; Kaldirim, 2003; Karatekin, Kus, & Sonmez, 2010). Apart from these, the number of national studies regarding the perceptions of democracy of primary school students is rather limited. However, IEA carried out studies taking large samples from many countries in the world during the years 1971, 1999, and 2001.In this study, the perceptions of democracy of students in Turkey and the variables affecting these perceptions were researched and the results were compared with those obtained from other countries by the IEA. …