Concepts in Social Studies Curriculum

Social studies was first introduced as a distinct course in Turkey's curriculum in 1968. Until 2005, the Turkish national education system was primarily shaped by essentialism and perennialism, though progressivism and reconstructionism appeared periodically. In 2005, constructivism became the dominant approach in the education system, with curricula made more explanatory and systematic than before. In this context, concepts enabling individuals to prepare for the future and understand and give meaning to life were directly incorporated into the curricula—especially in social studies. The interdisciplinary nature of social studies and its rich content made concept teaching particularly important, as concepts are presented in relation to knowledge, skills, and values. This study examines social studies curricula implemented since 2005 using document analysis to present concepts in tables, followed by descriptive analysis for interpretation. The aim is to observe changes and transformations in concepts within the social studies curriculum.