Comparative analysis of Germany Baden- Württemberg State primary school curricula and Turkey primary school curricula

This study attempts to determine the similarities and differences of the primary school curricula in Germany Baden – Württemberg state with the primary school curricula in Turkey. The study starts by providing information on Germany Baden-Württemberg education system and Turkish education system, then it examines philosophical perspectives of the programs and finally compares Germany Baden-Württemberg and Turkey primary school programs. The study compares the objectives, content, teaching-learning processes and assessment systems of both curricula, and interprets the findings, and concludes with inferences and recommendations for future studies. In this study, qualitative research procedures were followed and document analysis technique, based on qualitative research model, was applied to perform the analysis. Data were collected accordingly to this technique. In the research, primary school programs were first subjected to descriptive analysis, then to content analysis in order to find answers to the questions stated in the research objectives section. According to the study findings, both curricula were organized according to the constructivist approach. In the Baden-Württemberg state curricula, the same courses are available in all classes and do not differ by class. In Turkey's primary school program, courses vary at the class level. The number of curricula in Turkey's primary school program is higher than those of Baden-Württemberg primary school program. Knowledge, skills and values related to Visual Arts and Music are included in the program of Human, Nature and Culture curricula of Baden-Württemberg state primary school program. Baden-Württemberg state and Turkey primary school programs both have coverage of general objectives toward achieving spiritual, moral, social and cultural development. It was found that general objectives of Turkey's primary school program, as defined by the national education law, separates from Baden-Württemberg state primary school program in that such as national and cultural characteristics, Ataturk's principles and reforms, feature general objectives for empowering emotional ties. General objectives in science, art and nature, literature, religion, history, mathematics, foreign language skills, computer and internet, nature and life, beliefs and values, gender, environment, world and human characteristics are covered in Baden-Württemberg state primary school program. Baden-Württemberg state primary school program differs from those of Turkey in the subjects, namely, dialects, out-of-class math activities, mathematical modelling, presentation, art, art tools and design, performing arts, foreign language activities and strategies, textile, clothing, wood use and design, vehicle maintenance and repair, school culture, culture and craft activities, importance to foreign cultures, world and history, effective use of the environment in learning and teaching, recycling, different cultures, individual differences, language and literature, swimming, bicycle use and traffic. Contents of reading forms, fractions, peripheral and surface, probability, material and substance, Mustafa Kemal Atatürk, family, communication, light and its sources, geographical features, human structure, folk dancing, tolerance, religious expressions, cleanness, surah and meanings are included in Turkey primary school program. Environmental factors, class exchanges, school, city, church and library visits, performing arts, creating one's own book, attending writer autograph sessions, art and media, cooperation with other schools, art and music, architecture, mystery, literature, use of math in public-markets, exhibitions, minimum one project presentation, denominational collaboration, out of school learning and teaching processes are used in the teaching-learning period of Baden-Württemberg state primary school program. In Turkey primary school program, listening, advertising and complaints, comparative and interrogative writing, mapping, symbol use, concept, communication, calculators, teacher and family cooperation teaching-learning processes are used. Test varieties, observation forms, student product file, performance task measurement methods are similar in Baden-Württemberg state primary school German curriculum and Turkey primary school Turkish curricula. Assessment forms for skills of story writing, dictation studies, oral rhetoric, swimming and cycling are used as assessment and evaluation criteria in Baden-Württemberg state primary school program. Turkey primary school program, however, uses interviews, self-evaluation forms and peer assessment, graded scoring keys, checklists, concept maps, structured grid, diagnostic tree, interview, demonstration, table making, student product file, grading type observation forms, check lists, matching type scales featuring visuality, self and peer assessment forms, group evaluation forms, structured play forms, short answer questions, interviews, true false and matching questions, as measurement and assessment criteria. Key Words: Educational philosophy, educational system, comparative education, primary school program, curriculum, objective, content, teaching-learning process, evaluation, assessment.