Comparing the curriculum of middle school social studies and the Republic of Turkey history of revolution and Kemalizm course and the equivalent courses'of Azerbaijan and Turkmenistan

Education is one of the most important indicators of the level of development of countries and each country aims to reach its educational level to contemporary standards. Countries are making great efforts to examine the educational programs of different countries and to integrate their usefulness into their country's educational programs. For this reason, the purpose of this study is; Social Studies and the Republic of Turkey in Turkey History of Turkish Revolution and comparing Kemalism curriculum with Azerbaijan and equivalent courses of education programs with Social Studies in Turkmenistan, is to identify similarities and differences between teaching programs. It is also intended to overcome the shortcomings of existing Social Studies curriculum of the courses within the scope of evaluating the curriculum in Social Studies and guidance for the future also in Turkey. This study, which is a comparative education study, is a qualitative study and the method of document examination is used in qualitative research models. In addition, a screening model was used because it was aimed at establishing an existing situation in the research. In this study were included in the research Azerbaijan and Turkmenistan already being applied to the equivalent course at the Social Studies (5, 6, 7 and 8 classes) in the Republic of Turkey and teaching programs already applied Social Studies and the Republic of Turkey Revolution History and Kemalism lesson curricula are compared. By examining the curriculum of the courses equivalent to the Social Studies of the countries included in the survey; the aims and contents of the programs, the learning-teaching processes and the measurement-evaluation cases have been examined to reveal similarities and differences. The results obtained were interpreted as follows: When the countries included in the study were compared with each other in the purpose, content, learning-teaching process and measurement-evaluation dimensions; it is similar in that it reflects national values, preserves and develops social and cultural values, informs about other nations' cultures, is scientific, flexible, applicable, clear and connected, connects daily life, guides students and enhances their students and does not emphasize cooperating with loyal parents. Also this study included Azerbaijan and Turkmenistan already being applied is equivalent courses with Social Studies (5, 6, 7 and 8 classes) in the Republic of Turkey and the general structure of the curriculum is already applied Social Studies and the Republic of Turkey History of the Revolution and Atatürk's lesson curriculum items are compared. By examining the items of the curriculum of the courses equivalent to the Social Studies of the countries included in the survey; learning areas, units, achievements, concepts, skills and values of curriculums are examined and similarities and differences are revealed. The findings are interpreted and has reached the following conclusions: It seems that Social Studies in the curriculum in Turkey and the Republic of Turkey Revolution History and Kemalism course curriculum of items Azerbaijan and Turkmenistan in the curriculum is broader and more comprehensive than the elements of the program of courses related to Social Studies. As a result of the findings, it is seen that there are some differences in the purpose, content, learning-teaching process and measurement-evaluation dimensions of the countries included in the survey. Social Studies contained in and Turkmenistan curriculum Turkey and purpose of equivalent courses with Social Studies, content, equivalent to the teaching-learning process and assessment of information about the importance of the special day and week dimension provide for the Social Studies in the curriculum in Azerbaijan information is given about the importance of special days and weeks in the purpose, content, learning-teaching process and measurement-evaluation dimensions of the courses.