The evaluation of phlosophy curriculum of secondary education for the 10th and 11th grades according to teacher' opinions (Rize-Artvin-Trabzon case)

In recent years, changes and innovations made in educational sciences have been affecting the system of education profoundly and forcing the systems of education to be altered. Accordingly, in 2018-2019 educational year the curriculums of all school subjects have been reviewed and altered. With the alteration made in one of these curriculums, the curriculum of philosophy, has been started to be taught at the 10th grade, which didn't use to be included in the curriculum of 10th grade as a school subject before. The prepared curriculum's success will only be possible with teachers' knowledge and the abilities which the curriculum requires for them to have. How the prepared curriculum is evaluated by teachers is important. For this reason the evaluation of the newly prepared philosophy curriculum for the 10th and the 11th grades with the opinions of teachers is very significant in terms of its applicability. Starting from this point of view, the evaluation of the newly prepared philosophy curriculum for the 10th and the 11th grades with the opinions of teachers has become the main purpose of this study. Thus, the study has been conducted with 113 philosophy teachers who have been working in Rize, Artvin and Trabzon in 2018-2019 educational year. Teachers were chosen with convenience sampling technique. For gathering data the assessment scale of the curriculums of philosophy developed by Şakar(2014). The scale is comprised of four dimensions. The internal consistency reliability belongs to the whole scale was calculated as 0,95. The data have been analysed with SPSS package program. In the analysis Kruskall Wallis H test, Anova, Independent sample t test and Mann Whitney U test were used. At the end of this research, it has been found that while teachers, as a whole, think positively about the objectives of the 10th grade; they stay indecisive about their opinions in the areas of learning, teaching, assessment and evaluation. About the 11th grades, it has been found that teachers stay indecisive in all sub-dimensions. About the demographic variables, between the teachers who work in the city and the towns there has been a meaningful difference for the benefit of the teachers who have been working in towns. Also, there has been a difference between opinions of teachers according to their attendance in in-service-trainings. This difference is for the benefit of the teachers who have participated in in-service-training. These teachers have evaluated the curriculum more positively in all sub-dimensions. Based on the results of the research, it has been suggested that philosophy teachers should be taken into in-service-training which would enable them to improve their knowledge and abilities in terms of approaches of learning and teaching, assessment and evaluation, content and objectives.