Thematic Patterns of Citizenship and Identity Education: A Holistic Approach to Social Studies

Turgay Öntaş; Seda Çarıkçı; Okan Çoban

Makale detayları

Thematic Patterns of Citizenship and Identity Education: A Holistic Approach to Social Studies

Yazarlar:

Turgay Öntaş | Seda Çarıkçı | Okan Çoban

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1810-1835

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355690

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This study aims to examine the thematic patterns of citizenship and identity education within the Social Studies Curriculum and 5th grade social studies textbooks, prepared as part of the Türkiye Century Education Model. Adopting a qualitative research method, document analysis was conducted. Data were collected from the Türkiye Century Education Model Common Framework, the Social Studies Curriculum, and the 5th grade social studies textbooks. Through thematic analysis, three main themes were identified: identity, democracy, and global perspective. A variety of conceptual codes were categorized under each theme. The findings indicated that the identity theme prominently featured national identity, historical continuity, and cultural heritage, while the democracy theme emphasized the development of critical thinking alongside an awareness of rights and responsibilities. The global perspective was represented through themes such as sustainability, environmental consciousness, and multiculturalism. The study revealed that the Türkiye Century Education Model adopted a holistic approach to citizenship education within the Social Studies course; however, the extent and mode of representation of these themes varied, being conveyed explicitly or implicitly across different content. It is recommended that citizenship and identity education in the Social Studies Curriculum of the Türkiye Century Education Model be handled in a more coordinated and holistic way across teaching documents and materials, and that better alignment be ensured between the curriculum and textbook content and practices.

 This study aims to examine the thematic patterns of citizenship and identity education within the Social Studies Curriculum and 5th grade social studies textbooks, prepared as part of the Türkiye Century Education Model. Adopting a qualitative research method, document analysis was conducted. Data were collected from the Türkiye Century Education Model Common Framework, the Social Studies Curriculum, and the 5th grade social studies textbooks. Through thematic analysis, three main themes were identified: identity, democracy, and global perspective. A variety of conceptual codes were categorized under each theme. The findings indicated that the identity theme prominently featured national identity, historical continuity, and cultural heritage, while the democracy theme emphasized the development of critical thinking alongside an awareness of rights and responsibilities. The global perspective was represented through themes such as sustainability, environmental consciousness, and multiculturalism. The study revealed that the Türkiye Century Education Model adopted a holistic approach to citizenship education within the Social Studies course; however, the extent and mode of representation of these themes varied, being conveyed explicitly or implicitly across different content. It is recommended that citizenship and identity education in the Social Studies Curriculum of the Türkiye Century Education Model be handled in a more coordinated and holistic way across teaching documents and materials, and that better alignment be ensured between the curriculum and textbook content and practices.

 This study aims to examine the thematic patterns of citizenship and identity education within the Social Studies Curriculum and 5th grade social studies textbooks, prepared as part of the Türkiye Century Education Model. Adopting a qualitative research method, document analysis was conducted. Data were collected from the Türkiye Century Education Model Common Framework, the Social Studies Curriculum, and the 5th grade social studies textbooks. Through thematic analysis, three main themes were identified: identity, democracy, and global perspective. A variety of conceptual codes were categorized under each theme. The findings indicated that the identity theme prominently featured national identity, historical continuity, and cultural heritage, while the democracy theme emphasized the development of critical thinking alongside an awareness of rights and responsibilities. The global perspective was represented through themes such as sustainability, environmental consciousness, and multiculturalism. The study revealed that the Türkiye Century Education Model adopted a holistic approach to citizenship education within the Social Studies course; however, the extent and mode of representation of these themes varied, being conveyed explicitly or implicitly across different content. It is recommended that citizenship and identity education in the Social Studies Curriculum of the Türkiye Century Education Model be handled in a more coordinated and holistic way across teaching documents and materials, and that better alignment be ensured between the curriculum and textbook content and practices.

 Bu araştırma Türkiye Yüzyılı Maarif Modeli kapsamında hazırlanan Sosyal Bilgiler Dersi Öğretim Programı ve 5. sınıf sosyal bilgiler ders kitaplarında vatandaşlık ve kimlik eğitiminin tematik örüntülerini incelemeyi amaçlamaktadır. Araştırmada nitel araştırma yöntemi benimsenmiş ve doküman incelemesi yapılmıştır. Veriler, Türkiye Yüzyılı Maarif Modeli Öğretim Programları Ortak Metni, Sosyal Bilgiler Dersi Öğretim Programı ve 5. sınıf sosyal bilgiler ders kitaplarından elde edilmiştir. Tematik analizlerle kimlik, demokrasi ve küresel bakış açısı olmak üzere üç temel tema belirlenmiş; her bir tema altında çeşitli kavramsal kodlara ulaşılmıştır. Bulgular kimlik temasında ulusal kimlik, tarihsel süreklilik ve kültürel miras vurgularının ön plana çıktığını; demokrasi temasında ise hak ve sorumluluk bilinci ile eleştirel düşünmenin öne çıktığını göstermektedir. Küresel perspektif ise sürdürülebilirlik, çevresel bilinç ve çokkültürlülük bağlamında temsil edilmektedir. Araştırma Türkiye Yüzyılı Maarif Modelinin sosyal bilgiler dersinde vatandaşlık eğitimine yönelik bütüncül bir yaklaşım benimsediğini ancak temaların içerikte farklı düzeylerde ve örtük-açık biçimlerde temsil edildiğini ortaya koymaktadır. Türkiye Yüzyılı Maarif Modelinde Sosyal Bilgiler Dersi Öğretim Programı içerisinde yapılandırılan vatandaşlık ve kimlik eğitimi konularının öğretim belgeleri ve ders materyallerinde eş güdümlü ve bütüncül bir yaklaşımla ele alınması ve öğretim programı ile ders kitabı içerik ve uygulamalarında karşılıklı uyuma daha çok önem verilmesi önerilmektedir.

Makale detayları

Thematic Patterns of Citizenship and Identity Education: A Holistic Approach to Social Studies

Yazarlar:

Turgay Öntaş | Seda Çarıkçı | Okan Çoban

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1810-1835

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355690

pISSN:

2459-1912

Citizenship education

Identity construction

Social Studies Curriculum

Thematic analysisVatandaşlık eğitimi

Kimlik inşası

Sosyal Bilgiler Dersi Öğretim Programı

Tematik analiz

Sayı

Makale detayları

Yazarlar: Turgay Öntaş | Seda Çarıkçı | Okan Çoban

Yayıncı: Gazi University

Ana Başlıklar: Sosyal Bilgiler Eğitimi

Dergi: Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1810-1835

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001355690

pISSN: 2459-1912

Sayı

Yazarlar:

Turgay Öntaş | Seda Çarıkçı | Okan Çoban

Yayıncı:

Gazi University

Ana Başlıklar:

Sosyal Bilgiler Eğitimi

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.23 Issue 2, pp.1810-1835

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001355690

pISSN:

2459-1912