Coğrafya Dersi Öğretim Programında Değerler / Values in Geography Teaching Curriculum
DOI:
https://doi.org/10.7596/taksad.v7i1.1311Keywords:
Eğitim, Coğrafya öğretim programı, Değerler, Education, Geography teaching curriculum, Values.Abstract
Abstract
The aim of this research is to examine Geography curriculum in terms of values, which is renewed in 2017. For this purpose, which values take place in the program, the relation between values and learning outcomes, distribution of values to class levels and learning areas are examined. Document analysis as a qualitative research method is used in current research. As a result, it is found out that ten (10) different values are included in the Geography curriculum. It is noticed that values are included each grades’ teaching materials in the curriculum. Additionally, it is found that numbers of the learning outcomes related to the values are intensified in 10th and 11th grades, those numbers were at a lower level in the 9th grade. When the distribution of value numbers due to learning areas is examined, "natural systems" subject has the highest one, "global environment: regions and countries" learning subject has the lowest number in terms of value distribution. As a result, it is decided the renewed program aims to raise awareness on values. Suggestions have been provided based on these results.
Öz
Bu araştırmanın amacı, 2017 yılında yenilenen coğrafya dersi öğretim programını değerler açısından incelemektir. Bu amaç doğrultusunda programda hangi değerlere yer verildiği, değerlerin kazanımlarla ilişkisi, değerlerin sınıf düzeylerine ve öğrenme alanlarına göre dağılımı incelenmiştir. Araştırmada nitel araştırma yaklaşımlarından biri olan doküman incelemesi kullanılmıştır. Araştırma sonucunda, coğrafya dersi öğretim programında 10 farklı değer ifadesine yer verildiği tespit edilmiştir. Programda değerlere her sınıf düzeyinde yer verildiği görülmüş. 10. ve 11. sınıflarda değerlere ilişkin kazanım sayılarının yoğunluk kazandığı, 9. sınıfta ise bu yoğunluğun daha düşük düzeyde olduğu belirlenmiştir. Değer sayılarının öğrenme alanlarına göre dağılımı incelendiğinde ise “doğal sistemler” alanının ön plana çıktığı, “küresel ortam, bölgeler ve ülkeler” alanında ise bu sayının en düşük düzeyde olduğu tespit edilmiştir. Sonuç olarak yenilenen programın değerler açısından bir farkındalık oluşturmayı amaçladığı görüşüne varılmış ve bu farkındalığı artırmak için ulaşılan sonuçlara bağlı olarak bazı önerilerde bulunulmuştur.
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