The republic's teaching of life studies to village children: life studies course in the 1927 village school curriculum

Ahmet Vurgun; Birsen Berfu Akaydın

Makale detayları

The republic's teaching of life studies to village children: life studies course in the 1927 village school curriculum

Yazarlar:

Ahmet Vurgun | Birsen Berfu Akaydın

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.85-104

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340421

pISSN:

2630-6336

Anahtar kelimeler:

Özet:

 In the research, the aim was to describe the role of Life Studies curriculum in the 1927 Village Schools program, which was the first curriculum prepared specifically for the Republics village schools, by examining its role during that period. The 1927 Village Schools curriculum, examined within the scope of the research, holds great significance as it marks the first implementation of an independent curriculum program specifically tailored for rural schools. The research utilized historical research, a qualitative research method, with the primary data sourced from the Life Studies program outlined in the 1927 edition of Village Schools curriculum. In line with the purpose of the study, data was obtained through document review and content analysis was conducted. In this regard, the Life Studies curriculum within the 1927 Village Schools program emphasized that students students should recognize the stones, minerals, plants and animals known in their village and its surroundings, examine the natural events occurring in their environment and the people in the village and their surroundings, observe events such as feeding animals and cultivating the soil, and learn about the human body. Additionally, the curriculum aimed to inform students, help them develop cleaning habits, get advice with fairy tales or stories, be informed about the architectural works in the village and its surroundings, gain observation and experience for the Life Studies curriculum and enhance their verbal expression skills. When the Life Studies curriculum is examined, four hours per week are allocated for the first and second grades, and three hours per week for the third grade. The curriculum includes the units Our School, Our Home and Family, Autumn, Winter, Spring, and Summer in the first grade; Autumn, Republic Day, Winter, Spring, and Summer in the second grade; and Autumn, Republic Day, Winter, Spring, and Summer in the third grade. It has been revealed that the implementation of the 1927 Life Studies curriculum was not only taught in the classroom. Students were given the opportunity to observe by allowing them to observe in touch with nature, they were given the opportunity to practice by trying, the principle of near to far was adopted. They were also encouraged to transform the knowledge they acquired into practical behaviors.

 In the research, the aim was to describe the role of Life Studies curriculum in the 1927 Village Schools program, which was the first curriculum prepared specifically for the Republics village schools, by examining its role during that period. The 1927 Village Schools curriculum, examined within the scope of the research, holds great significance as it marks the first implementation of an independent curriculum program specifically tailored for rural schools. The research utilized historical research, a qualitative research method, with the primary data sourced from the Life Studies program outlined in the 1927 edition of Village Schools curriculum. In line with the purpose of the study, data was obtained through document review and content analysis was conducted. In this regard, the Life Studies curriculum within the 1927 Village Schools program emphasized that students students should recognize the stones, minerals, plants and animals known in their village and its surroundings, examine the natural events occurring in their environment and the people in the village and their surroundings, observe events such as feeding animals and cultivating the soil, and learn about the human body. Additionally, the curriculum aimed to inform students, help them develop cleaning habits, get advice with fairy tales or stories, be informed about the architectural works in the village and its surroundings, gain observation and experience for the Life Studies curriculum and enhance their verbal expression skills. When the Life Studies curriculum is examined, four hours per week are allocated for the first and second grades, and three hours per week for the third grade. The curriculum includes the units Our School, Our Home and Family, Autumn, Winter, Spring, and Summer in the first grade; Autumn, Republic Day, Winter, Spring, and Summer in the second grade; and Autumn, Republic Day, Winter, Spring, and Summer in the third grade. It has been revealed that the implementation of the 1927 Life Studies curriculum was not only taught in the classroom. Students were given the opportunity to observe by allowing them to observe in touch with nature, they were given the opportunity to practice by trying, the principle of near to far was adopted. They were also encouraged to transform the knowledge they acquired into practical behaviors.

 In the research, the aim was to describe the role of Life Studies curriculum in the 1927 Village Schools program, which was the first curriculum prepared specifically for the Republics village schools, by examining its role during that period. The 1927 Village Schools curriculum, examined within the scope of the research, holds great significance as it marks the first implementation of an independent curriculum program specifically tailored for rural schools. The research utilized historical research, a qualitative research method, with the primary data sourced from the Life Studies program outlined in the 1927 edition of Village Schools curriculum. In line with the purpose of the study, data was obtained through document review and content analysis was conducted. In this regard, the Life Studies curriculum within the 1927 Village Schools program emphasized that students students should recognize the stones, minerals, plants and animals known in their village and its surroundings, examine the natural events occurring in their environment and the people in the village and their surroundings, observe events such as feeding animals and cultivating the soil, and learn about the human body. Additionally, the curriculum aimed to inform students, help them develop cleaning habits, get advice with fairy tales or stories, be informed about the architectural works in the village and its surroundings, gain observation and experience for the Life Studies curriculum and enhance their verbal expression skills. When the Life Studies curriculum is examined, four hours per week are allocated for the first and second grades, and three hours per week for the third grade. The curriculum includes the units Our School, Our Home and Family, Autumn, Winter, Spring, and Summer in the first grade; Autumn, Republic Day, Winter, Spring, and Summer in the second grade; and Autumn, Republic Day, Winter, Spring, and Summer in the third grade. It has been revealed that the implementation of the 1927 Life Studies curriculum was not only taught in the classroom. Students were given the opportunity to observe by allowing them to observe in touch with nature, they were given the opportunity to practice by trying, the principle of near to far was adopted. They were also encouraged to transform the knowledge they acquired into practical behaviors.

 Araştırmada, Cumhuriyetin köy okulları için ilk kez hazırlanan 1927 Köy Mektepleri programında yer alan Hayat Bilgisi dersi öğretim programı incelenerek o döneme ait rolünün betimlenmesi amaçlanmıştır. Araştırma kapsamında incelenen 1927 yılına ait Köy Mektepleri Müfredatı, köy okulları için ilk defa bağımsız bir müfredat programı uygulanması açısından büyük bir öneme sahiptir. Araştırmada nitel araştırma yöntemlerinden tarihsel araştırma kullanılmış olup çalışmanın veri toplama aracını 1927 yılı basımlı Köy Mektepleri Müfredatında yer alan Hayat Bilgisi programı oluşturmuştur. Çalışmanın amacı doğrultusunda veriler, doküman incelemesi ile elde edilmiş ve içerik analizi yapılmıştır. Bu doğrultuda 1927 Köy Mektepleri Müfredatı içerisinde yer alan Hayat Bilgisi dersinde öğrencilerin köyünde ve çevresinde bilinen taş, maden, bitki ve hayvanları tanımaları, çevrelerinde meydana gelen doğal olaylar ile köy ve çevrelerindeki insanları incelemeleri, hayvan besleme, toprağı işleme gibi olayları gözlemlemeleri, insan vücudu hakkında bilgilenmeleri, temizlik alışkanlığı kazanmaları, masal ya da hikayelerle öğüt almaları, köy ve etrafındaki mimari eserlerin hakkında bilgilenmeleri, Hayat Bilgisi dersine yönelik gözlem ve deneyim kazanmaları, sözel ifade becerilerini geliştirmeleri hedeflenmiştir. Hayat Bilgisi ders programı incelendiğinde birinci ve ikinci sınıfta haftada dört saat, üçüncü sınıfta haftada üç saat zaman ayrılmıştır. Ayrıca birinci sınıfta Mektebimiz, Evimiz ve Ailemiz, Sonbahar, Kış, İlkbahar ve Yaz; ikinci sınıfta Sonbahar, Cumhuriyet Bayramı, Kış, İlkbahar ve Yaz; üçüncü sınıfta Sonbahar, Cumhuriyet Bayramı, Kış, İlkbahar ve Yaz üniteleri yer almaktadır. 1927 Hayat Bilgisi öğretim programı uygulamasının sadece sınıfta işlenmediği, öğrencilerin doğa ile iç içe bir şekilde gözlem yapmalarına olanak tanıyarak gözlemleme yapmalarına fırsat verildiği, deneyerek uygulamalarına yer verildiği, yakından uzağa ilkesinin benimsendiği, öğrendikleri bilgileri davranış haline getirmeleri beklendiği ortaya çıkmıştır.

Makale detayları

The republic's teaching of life studies to village children: life studies course in the 1927 village school curriculum

Yazarlar:

Ahmet Vurgun | Birsen Berfu Akaydın

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.85-104

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340421

pISSN:

2630-6336

Life Studies

Village School

Primary School

CurriculumHayat Bilgisi

Köy Mektepleri

İlkokul

Program

Sayı

Makale detayları

Yazarlar: Ahmet Vurgun | Birsen Berfu Akaydın

Yayıncı: Marmara University

Ana Başlıklar: Coğrafya Eğitimi | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi: International Journal of Geography and Geography Education Issue 54, pp.85-104

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001340421

pISSN: 2630-6336

Sayı

Yazarlar:

Ahmet Vurgun | Birsen Berfu Akaydın

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi | Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Dergi:

International Journal of Geography and Geography Education Issue 54, pp.85-104

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001340421

pISSN:

2630-6336