Evaluating the affectively intense specific objectives in the social studies teaching programme

The research aims to contribute to the process of developing primary school curriculum and contributing to the literature in the field by determining the levels of attaining affectively intense specific objectives mentioned in Social Studies Teaching Programme in Primary Schools-Primary Stages.Scales based on the specific objectives in Social Studies Teaching Programme were developed in the research are `Respecting Different Characteristics?, `Values in the Choice of Friends?, `Communication Skills?, `Feelings?, `Social Adaptation through Play?, `Outlook on School?, `Productive use of Resources?, `Team Work?, `Openness to Innovations?, `Body Image? and `Responsibility towards Keeping and Sustaining the Environment Clean?.The population of the study consisted of the all third-grade students in primary schools in Bolu province and the sample contained 309 third-graders to represent the population from various primary schools with different environmental conditions in order to provide variety. Two educational years were spent together with the third-graders. The scales, which were developed in the research, were administered to the same students twice at the end of the 2nd and 3rd grades. Collected data was analyzed by utilizing SPSS 12.0 package program. Mean and standard deviation scores were used in identifying the levels of attainment and dependent and independent t-tests were used for paired comparisons.It was found in the study that;1.In general, students? levels of affective specific objectives increased in favour of 3rd grades compared to 2nd grades, therefore Social Studies Teaching Programme was found to be effective in the realization of affectively intense specific objectives,2.There were no statistically significant differences between 2nd and 3rd grade education in terms of specific objectives in the following: emotional control, being open to criticism, communication skills, body image and sensitivity towards keeping the environment clean,3.A significant difference was found in favour of the 3rd grade education regardless of preschool attendance suggesting that Social Studies Teaching Programme was effective in the attainment of affective specific objectives in student learning irrespective of their preschool history,4.In general, a statistically meaningful difference was found on levels of attainment of affective specific objectives in favour of students who had preschool training,5.There were no statistically meaningful differences between students according to preschool attendance in their 2nd and 3rd grade education in terms of emotional control, communication skills, openness to criticism, body language and sensitivity towards keeping the environment clean,6.In general, there was a meaningful difference on 3rd grade education for both genders and Social Studies Teaching Programme was effective in the attainment of affective specific objectives in both male and female student learning,7.In general, there was a meaningful difference in favour of the female students in the level of attainment in affective specific objectives,8.There were no statistically significant differences between attainment of specific objective levels of male and female students in terms of emotional control, communication skills, openness to criticism, body language and sensitivity towards keeping the environment clean in the 2nd and 3rd grades.Key words: Social Studies Teaching Programme, Intense Affective Specific Objective.