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The object of this study is to assess the interdisciplinary teaching approach in social studies education, based on the historical development in Turkey. In the study, the curriculum programs of the Republican period, the national education council decisions and the related tebligler journals were examined with document analysis method. The study is carried out according to qualitative research techniques. The obtained documents were subjected to content analysis. Findings based on descriptive analysis technique were discussed with local and foreign literature and specific evaluations were made and some suggestions related to social studies programs were put forward. Social studies classes in primary schools in Turkey in 1962 as the first "Society and Country Studies" are combined in a course titled. In 1968, the name "Social Studies" was adopted for this course. In middle schools, this combination was realized in 1971. In 1985, the Social Studies course was removed from the middle school and replaced by National History , National Geography, and Citizenship courses. In 1998, these lessons were combined as Social Studies, covering the 4th to 7th-grade classes. In 2005, a constructivist approach was adopted and a new social studies program was announced. However, it is observed that the subjects of different disciplines cannot be adequately related to each other in the course programs until 2005 and an interdisciplinary approach cannot be implemented sufficiently. For the first time in social studies program updated in 2018, all areas of social sciences such as history, geography, law, economics, sociology, anthropology, political science, ethnography, archeology, and psychology could be handled with an interdisciplinary approach. It is suggested that the interdisciplinary approach in the future curriculum should be determined by identifying the current problems of society. Oz Bu arastirmanin amaci Turkiye’de sosyal bilgiler egitiminde disiplinlerarasi ogretim yaklasimini tarihsel bir bakis acisi ile degerlendirmektir. Arastirmada cumhuriyet donemindeki ogretim programlari, milli egitim sura kararlari ve ilgili tebligler dergileri dokuman analizi yontemi ile incelenmistir. Arastirma problemine yanit bulmak icin amaca yonelik dokuman analizi yontemi kullanilmistir. Elde edilen bulgular ilgili literatur isiginda tartisilarak guncel ogretim programlarina iliskin bazi oneriler gelistirilmistir. Turkiye’de ilkokul duzeyinde ilk disiplinlerarasi mufredat girisimi 1962 yilinda tarih, cografya ve yurttaslik bilgisi derslerinin Toplum ve Ulke Incelemeleri adli bir ders ile birlestirilmesi ile baslamistir. 1968 yilinda bu dersin adi Sosyal Bilgiler olarak degistirilmistir. Ortaokullarda ise bu birlestirme 1971 programi ile gerceklestirilmistir. 1985 yilinda ortaokul duzeyinde sosyal bilgiler dersi programdan kaldirilmis, yerine Milli Tarih, Milli Cografya ve Vatandaslik Bilgisi dersleri getirilmistir. 1998 yilinda Sosyal Bilgiler dersleri programa tekrar konulmus ve 4. Siniftan baslayarak 7. Sinif dahil ogretim kademelerinde okutulmustur. 2005 yilinda ise yapilandirmaciligin etkisiyle ilkokuldan universiteye kadar tum programlarda bir guncelleme faaliyeti baslamis ve bu kapsamda Sosyal Bilgiler ogretim programi da yenilenmistir. Bu surec ayni zamanda disiplinler arasi ogretim acisindan bir donum noktasi olmustur. 2005 yili oncesindeki ogretim programlarinda da disiplinler arasi ogretime zaman zaman kuvvetli vurgu yapilmis olmasina ragmen gerek program gelistirme surecinde gerekse uygulamada disipliner yaklasimin cok daha baskin oldugu gorulmektedir. 2005 yili itibariyle ogretim programlarinda unite ve konu bazli program yaklasimi yerine ogrenme alani ve kazanim ekseninde ogretim programlari ele alinmis ve disiplinler arasi bir yaklasim ile programlar hazirlanmistir. Hali hazirda Turkiye’deki guncel sosyal bilgiler programlarinda Tarih, Cografya, Sosyoloji, Ekonomi, Hukuk, Etnografya, Arkeoloji, Psikoloji ve Siyaset Bilimi gibi sosyal bilimlerin cok farkli alanlarindan elde edilen bilgiler disiplinler arasi, butunlesik bir yaklasimla ele alinmistir. Ancak disiplinler arasi ogretiminin surdurulebilmesi icin ulkenin toplumsal sorunlarinin belirlenmesi, bu sorunlarin bir oncelik sirasina konulmasi, toplumun tum kesimleri ile tartisilmasi ve de en onemlisi program gelistirme surecine imkânlar cercevesince tum paydaslarinin dâhil edilmesi gerekir.

tarih kültür ve sanat araştırmaları dergisi

Türkiye’de Sosyal Bilgiler Eğitiminde Disiplinlerarası Öğretim Yaklaşımının Tarihsel Gelişimi / Historical Development of Interdisciplinary Teaching Approaches in Social Studies Education in Turkey