Evaluation of primary school social sciences curriculum according to the opinions of classroom teachers

This study aims to evaluate the primary school social studies curriculum in line with the views of classroom teachers. In order to achieve this aim, the opinions of classroom teachers on the acquisition, content, learning-teaching process and evaluation dimensions of the primary school social studies curriculum were collected. The sample of the study consisted of 394 classroom teachers working in schools affiliated to the Ministry of National Education in Ankara. In order to reach the aim of the research, it was examined whether the opinions of classroom teachers on the acquisition, content, learning-teaching process and evaluation dimensions of the primary school social studies curriculum showed a significant difference according to gender, seniority, type of school graduated from, branch, and information about the curriculum. The data of this study were collected through the "Evaluation of the Social Studies Curriculum" questionnaire introduced to the literature by Kılıçoğlu (2007). The data collected through the questionnaire were analyzed with SPSS. descriptive statistical analyses (frequency, percentage, mean, standard deviation) were used to evaluate the research data. In the comparison of quantitative data, in the case of two groups, Independent samples t test was used for inter-group comparisons of normally distributed parameters, in the case of more than two groups, One way Anova test was used for inter-group comparisons of normally distributed parameters and Tukey test was used to determine the group causing the difference. The findings of the study revealed that teachers' views on the social studies curriculum did not vary according to gender, but differed according to years of professional seniority. As professional experience increases, teachers' views on the curriculum change positively. It was seen that demographic factors such as gender, graduated faculty and branch had no significant effect on teachers' opinions. These results show that teachers have a common understanding in evaluating the social studies curriculum.