Content Analysis of Curriculum-Related Studies in Turkey between 2000 and 2014
Elif AkşanDepartment of Secondary Science and Mathematics Education, Institute of Education Sciences, Karadeniz Technical University, Söğütlü, Trabzon 61335 Turkey
Adnan BakiDepartment of Secondary Science and Mathematics Education, Fatih Faculty of Education, Karadeniz Technical University, Söğütlü, Trabzon 61335 Turkey
This study aims to carry out a content analysis determining the general framework of studies related to curriculum. For this purpose, 154 curriculum-related studies carried out in Turkey between 2000 and 2014 were examined in terms of year, sample, method, data collection technique, purpose, and result. The most studies related to curriculum were observed to have been performed in 2013, generally with teachers and evaluating 6th-8th grade curricula; the focus has been on qualitative research methodology and data acquisition mostly took advantage of the curriculum. The curriculum has guided students away from memorization; the content has been improved and covers changes that have occurred in the world. The major problems in how well curricula can be applied were reported as crowded classrooms and insufficient class duration, quality materials, and in-service trainings. Inconsistencies between curricula and exams have also been reported. These results become more of an issue in terms of illuminating curricular development in Turkey as a whole and in terms of demonstrating the reasons for difficulties in reaching the desired goals.