An analysis of the social studies curriculum and coursebooks in terms of 21'st century skills

Raising individuals with the skills appropriate to the requirements of the 21st century is among the main goals of education and training institutions in all societies. In this context, certain standards related to 21st century skills have been developed by various institutions and organizations. In this research, how 21st century skills are included in the social studies curriculum (special goals, competence areas, basic skills, values education, points to be considered in the implementation of the program, learning areas) and 4, 5, 6, 7 class achievements and textbooks. examined. In this study, document analysis, one of the qualitative study patterns, was used. The universe of the research is the social studies course curriculum and 4,5,6,7 class textbooks. In the research, document analysis was used as a qualitative data collection tool in order to examine the social studies course curriculum. In the document analysis, 21st century skills were selected by considering the Partnership for 21 Century Skills (P21) classification. As a result of the research, when the curriculum is evaluated in terms of purpose, competency, skills, values, learning areas, and points to be considered in practice, the most common skills in the social studies curriculum are; problem solving and critical thinking, communication and cooperation, information literacy skills. The least included skills are productivity, entrepreneurship, flexibility and adaptability, and media literacy skills. It has been concluded that many of them have grown in terms of 21st century skills other than flexibility and adaptability. In the light of these findings, it is suggested that social studies textbooks and curriculum should be enriched for the development of 21st century skills of students and that they should gain an inclusive quality in terms of 21st century skills.