Social Studies course is a pivotal course offered in the first three years of students’ primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic History. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course’s curricula were arranged by either The Committee on Education, the Educational Council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scientist, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach and it stayed in use for 30 years. The social studies curriculum of 1998 carried the features of behaviourist approach since it was created under this approach. The 2005 social studies curriculum was a constructivist one prepared with the effects of external factors, since it was made for the purpose of being compatibility with the EU norms. Both the 2009 and the 2015 curricula were used to addressed values, special occasions and weeks, explanation of educational status and evaluation themes.

The invitation of the Amcrican educator and philosopher John Dewey (1859-1952) to Turkey by Mustafa Kemal (Atatürk) in 1924 was certainly the turning point between Turkey and the United States' relationship in terms of Turkish educational system. He was invited to Turkey to ...

Beginning in the late Ottoman period through the first decades of the Republic, Turkey (and Ottoman) experienced a series of significant changes in educational policy and practice aimed at improving the quality of education and underwriting the modernization of Turkish society. One of the most significant outside influences on this process, especially after the inauguration of the Republic of Turkey, was American pragmatism. Pragmatism was introduced into the country and popularized by the visit of the great American pragmatist philosopher, John Dewey— then at the height of his international fame as a proponent of progressive, democratic education—who was asked by Turkish officials to assess the country's educational system and offer his recommendations for its improvement. The result of his three-month visit was an important indicator of influence of pragmatic educational philosophy on the development of Turkish educational system. This historical and philosophical analysis will trace the influence of pragmatism on Turkish education from the " village institutes " of the 1930s and 1940s through its height of influence in the 1950s to its lasting influences on the goals and principles of contemporary Turkish education.

Scientific and technological development, the information society and a lot of new knowledge, have imposed some new requirements and caused changes in the society in general, and within the school system, which are reflected in the abandonment of traditional and turning a new, different approach to the needs of the time we live in, and to our future needs. In recent years, there is a tendency of growth in the use of ICT in teaching; a key figure for this way of students’ communication is a teacher. The implementation of ICT in the educational process is the necessary for an improvement of the educational process and teaching. This study was conducted to test how often do teachers of Islamic religious studies (N = 30), in elementary schools use multimedia resources in teaching, whether there are differences in the possession and use of the multimedia resources in relation to urban, suburban and rural branch schools, which multimedia resources respondents most frequently use and whether the use of multimedia resources is more represented in lower or higher grades. This survey was conducted by interviewing teachers in thirty primary schools in Sarajevo in June, 2015, and it is found that there is no obvious difference in multimedia equipment in schools in relation to the area where the school is located. Most schools and teachers have computers, laptops, video projectors and use them in teaching. TV and DVD are less used, while cell phones and tablets are never used. E-material to the case can be made in the form of Web pages, created with HTML technology so that its viewing is not necessary Web server. Therefore, the students can view on your PC from removable memory (USB flash drive, CD, etc.), And over the Internet as a web site.

It is known that the school climate is a very important determinant of how the educational process, both in programming and work of the school. Without a positive school climate there is not good programming. In previous years, schools are not specifically advocated about creating a positive school climate. Mostly prevailed autocratic style of learning and behavior. The pleasant and enjoyable working environment has been neglected. Hence the idea arises about creating a positive school climate. Good school climate provides good programming school work, with less conflict, better cooperation between colleagues and students, better cooperation with expert services in schools, but also an indication of better relations with the parents, because the school where its programming is a positive level leads to decay. It in itself must have a vision of its progress and its goals, and it will achieve anything if there are any members of staff with you. In this paper, we are tackling some respects positive climate in the school, and examining how and to what extent it affects the programming of school work. This was an occasion to conduct qualitative research on school climate Lijesce Elementary School, in the municipality of Brod. Our goal was to identify its impact on the programming of the school organization. The results showed that all respondents agreed that in this school organized by the Government of a pleasant and comfortable environment for work, and that such positive school climate affects all areas of their work, and thus enables them to achieve a high performance work. Key words: Programming, school, school klimate

The purpose of this qualitative study was to evaluate both the positive and negative changes in the aims and practices of current schools and, in addition, identify teacher values that have influenced the Turkish educational system from the early years of the Turkish Republic till now. With this in mind, a set of semi structured open-ended questions were directed to 50 retired teachers in Ankara, Samsun, and Çorum. Questions aimed to identify the comparative views and thoughts on education, living conditions, and teaching objectives between 1940 and 2006. The information for eight study problems were listed, grouped and summarized in ten-year sessions. For descriptive purposes, Microsoft Excel version 7.00 was used in order to provide frequencies, percentages, and graphical representations of the data for the first two questions. The answers to the remaining six questions were categorized and conceptualized line by line for each respondent. According to the results, there have been noteworthy changes on the teachers’ perceptions regarding the values, such as the goals of education, human rights, participation, productivity, creativity, and critical thinking over time. In addition, old photographs, memories, diaries and letters that belong to the participating retired teachers were used as the study materials. As the result, the emerging themes were summarized in order to demonstrate the changes in the teacher values over the years, from the early days of the Republic to today.