The reflection of the achievements related to place-based education in the social studies curriculum on textbooks

This research aims to examine the learning outcomes in the 2018 and 2024 social studies curricula and the textbooks prepared according to the 2018 curriculum in the context of place-based education (PBE) approach. The research is a descriptive analysis study based on qualitative research method. The data source of the research consists of the 2018 and 2024 social studies curricula prepared by the Ministry of National Education and eight social studies textbooks prepared by state and private publishers. Document analysis was used as the data collection method and descriptive analysis method was used to analyse the data. As a result of the research, 57 learning outcomes out of a total of 131 learning outcomes in the 2018 social studies curriculum and 23 learning outcomes out of a total of 71 learning outcomes in the 2024 social studies curriculum were found to be related to PBE. The activities in the subjects corresponding to these learning outcomes are presented in a table separately for each learning area. The activities found to be related to PBE were evaluated according to the 'Textbook Activity Review Form' developed by a social studies expert, two measurement and evaluation experts and the researcher. It was concluded that the activities in the state-published textbook were more related to PBE and the activities in the privately published textbook were less related to PBE. In the research, the learning outcomes and activities determined to be related to PBE were evaluated according to the cognitive process dimensions of Bloom's Revised Taxonomy. In this way, the activities were also evaluated in terms of quality. In line with the results obtained from the research, in the evaluation of the learning outcomes in the 2018 and 2024 curriculum according to the sub-dimensions of PBE, it was determined that both curriculums included the sub-dimension of cultural studies at the highest level, followed by nature studies and problem solving processes at the lowest level. According to the results obtained from the research, in the evaluation of the learning outcomes in the 2018 and 2024 curriculums according to the cognitive process dimensions of the revised Bloom's taxonomy, it was concluded that the 2018 curriculum was mostly related to understanding, then analysing and applying, and the least to remembering, creating and evaluating. In the 2024 curriculum, it was concluded that there were learning outcomes associated with the steps of understanding and creating at the highest level and with the steps of analysing, applying and evaluating at the lowest level, while there was no learning outcome involving the step of remembering. According to the results of the research, it is noteworthy that in both curriculums, the achievements associated with the understanding step are the most. In the context of the results of this research, it can be suggested to include more activities that are more inclusive towards the PBE approach in the textbooks, to include more activities that direct students to out-of-school learning environments, and to carry out studies to determine the development of activity examples in line with the learning outcomes determined to be related to PBE. Keywords: Social studies, Curriculum, Place-based education, Revised Bloom's taxonomy.