ORTAOKUL SOSYAL BİLGİLER DERSİ ÖĞRETİM PROGRAMI KAZANIMLARININ YAPILANDIRMACI ÖĞRENME KURAMI İLKELERİNE GÖRE DEĞERLENDİRİLMESİ

The purpose of the study is to determine whether secondary school Social Studies curriculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Four principles which the gains of improved curriculum should have taking the basis of the constructivist learning theory in the study is determined by examining the domain of literature related to constructivism. Research was conducted on the basis of document analysis. According to the findings of the survey results, despite the inclusion of appropriate rewards to the constructivist learning theory principles in the social studies curriculum, it has been concluded that the principle generally conforms to configurable. Introduction One of the terms frequently encountered in the field of education in recent years is “constructivism”. Significant changes are being taken place in today's education system. Primary and secondary school programs, applied by behavioural approach, are rearranged according to the constructivist learning theory (Karadeniz, Tangülü and Faiz, 2013). Constructivism approach is so effective on impact on the reorganization of the secondary Social Studies curriculum. Social studies is a lesson which is so important in schools given that students gained knowledge, skills, values and attitudes. New elementary school Social Studies Curriculum aims to achieve targets set related social studies for that students should be sensitive about environmental, interpreting information according to their experience, should form context in the social and cultural, have critical thinking, are creative, individuals who learn lifelong and who make the right decisions. The main purpose of the study is to determine whether secondary school Social Studies currıculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Conceptual / Theoretical Framework The new program based constructivist approach in 2005-2006 Training- Teaching years in Primary education programs has been implemented. With this approach, student-centered, activity-based therefore, in terms of social information, a new approach that balances knowledge and skills, that takes interaction with the environment, the student is being tried to put into practice taking into account their life and individual differences. Although constructivism is taken place in contemporary program, the program needs to be prepared investigating how the principles of constructivism are being considered. With this research, it is aimed the acquisitions in the social studies should be examined according to the constructivist learning principles theory studies curriculum and the data that may be useful should be reached. The purpose of the study is to determine whether secondary school Social Studies curriculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Method Social studies curriculum acquisitions for 5th, 6th and 7th grades were examined on the basis of document examination to reveal whether secondary school Social Studies curriculum acquisitions are appropriate to set out four basic principles of constructivist learning approach. Documents used in the study is the social studies curriculum. Teaching program was reached on website of the Ministry of Education, the Board of Education and Discipline. Learning areas and unit acquisitions have been studied and by researchers and constructivist learning approaches have been evaluated according to the policy. Constructivist learning theory principles used as a criterion in the study are as follows: Principle 1. The program acquisitions based on constructivist learning theory should be flexible, and should be determined by teachers students (Ediger, 1999; Geelen, 1995, 1999 Sönmez, 2007; Terwel, 1999; Arsal, 2012). Principle 2. The program gains based on constructivist learning theory should include high-level cognitive learning. (Biggs, 1996; Driscoll, 1994; Arsal, 2012). Principle 3. In the constructivist learning theory, knowledge isn’t transferred exactly to students from a particular source, the information is structured in a different way by each student. It focuses on acquisitions that will help individuals to be able to learn themselves and to be a researcher and problem solver mostly, but it doesn’t focus that learners recall the information (Demirel, 2006; Yurdakul, 2011; Arsal, 2012). Principle 4. The acquisitions should not appropriate for short-term subject-area in the program which is appropriate for constructivist learning theory. The acquisitions should be for the long-term learning products and, It should include the skills and values and information that can be used outside of school (Yurdakul, 2011).Results and Discussion When 5th, 6th and 7th grades acquisitions in Social Studies Curriculum are analysed, it is said that it is written according to constructivist approach because it is the flexible when the teachers, students, academics, investigators, school administrators were included in the process. 5th, 6th and 7th grades acquisitions in Social Studies Curriculum should include in “program objectives high-level cognitive learning.” It is observed that according to this principle, learning situations aren’t encountered. That the acquisitions on the level of application, analysis, synthesis and evaluation don’t set out sufficiently shows that Social Studies curriculum is not in accordance with the principles the constructivism. In Social Studies curriculum for 5th, 6th and 7th grades. It is understood that the constructivist learning theory hasn’t acquisitions according to the principle of “students get their information and configuration.” It means that In Social Studies Curriculum for 5th, 6th and 7th grades acquisitions describe more short-term learning. According to this, it is observed that the constructivist approach isn’t properly configured on principle of “in the program, goals are not for subject areas of the short-term, they are for the long-term learning products to be used outside of school”. Conclusions and Recommendations It was found that the principle is aware in the social studies curriculum determination with teachers, students, all together and that acquisitions which are on the based of Constructivist approach are flexible. The acquisitions according to the findings of the research were not sufficient at the point which the student's restructuring knowledge. According to the survey results, it was found that Social Studies Curriculum for 5, 6 and 7th grades acquisitions were that teaching students have to search achievements of the program, and take into account the knowledge configuration as subjective. In addition, It is also encountered the same information is transmitted to students, everyone configurates information in the same manner. The acquisitions in Social Studies Curriculum, are provided to rewritten doing the observation, investigation, for students not in the way that is based on rote-learning, as basic information configuration such a way. It is understood that the program acquisitions are on the level of knowledge and understanding, but they have not been provided to the application level. That knowledge and understanding at the level of the achievements of students taking up too much space will result in the emergence of a state headed by rote learning. It is necessary to increase the number giving place to the acquisitions at the application level in the Social Studies program recovery in order that students can solve the encountered problems in daily life, bring different recommendations and creative solutions to problems. Although the appropriate acquisitions are in the curriculum program of Social Studies related to constructivist learning, it is seen that program is not regulated according to the principles set out the as generally. By being revised, acquisitions must be freed from the weight of information and comprehension, it can be achieved to increase the number of gains on level of application, analysis, synthesis and evaluation levels in a way that will help them grow as creative individual students to think, search. This work was created by examining the achievements of the Social Studies curriculum. It is thought that this study is useful for other courses. Students and teachers can also be included in study by expanding to the dimensions of the research.