Research Article
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Examination of French Secondary School History-Geography Teaching Programmes

Year 2023, Volume: 7 Issue: 4, 1190 - 1212, 23.10.2023

Mehmet Aydın İlyas Kara Ahmet Tokmak

https://doi.org/10.34056/aujef.1229676

Abstract

French and Turkish societies have been in intense interaction in every field since the Ottoman Empire period. For this reason, it is important for the future of both countries that the republics of Turkey and France follow and interact with each other in the field of education as in every field. Because France has had important effects on the shaping of the Turkish education system. In this context, the developments in the field of education in France should be closely followed. In addition, the developments in France after the French Revolution of 1789 have influenced all societies on issues such as human rights and democracy and helped the concept of citizen to have its current meaning. For this reason, it is important to examine the current situation of disciplines such as Social Studies, which are directly related to human and social life, in France. However, when the relevant national literature was analyzed, it was found that there are very few studies on this subject. This situation was seen as an important gap in the national literature and it was thought that a study on the History-Geography course, which is taught in France as an equivalent of the Social Studies course, would make an important contribution to the literature. With this in mind, it was aimed to examine the History-Geography Course Curriculum being implemented in secondary schools in France. The research is a qualitative study and document analysis method was used. Descriptive analysis method was preferred in analyzing the data. As a result of the research, it was seen that the curriculum being taught in secondary schools in France consists of three parts as skills, content, learning and teaching process, the content is arranged in the form of themes and subjects, themes and subjects are arranged separately according to grade levels, and there are no target achievements in the curriculum. It has been concluded that the themes and topics related to history in the curriculum are mostly oriented towards France and European societies, considering the multicultural and cosmopolitan structure of France, the curriculum is not multicultural enough for the minority groups in France, and the geography topics are created with a more universal perspective for different regions of the world compared to history topics. In addition, it has been determined that there is no section on evaluation in the curriculum, but it is recommended to use process-oriented evaluations based on performance as well as exams in the learning-teaching process.

Keywords

France Social Studies Curriculum History-Geography Curriculum Document Analysis

References

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  • Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://doi.org/10.46743/2160-3715/2008.1573
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  • Bruneau, M. (2004). Diasporas et espaces transnationaux (Diasporas and transnational spaces). Paris: Economica.
  • Chenet, M., Simoes, L. & Laurent, Q. (2011). Pratique et enseignement de l’audiovisuel en géographie (Practice and teaching of audiovisual in geography). EchoGéo, 18, 1-8. https://doi.org/10.4000/echogeo.12734
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  • Ersoy, A. F. (2007). Sosyal bilgiler dersinde öğretmenlerin etkili vatandaşlık eğitimi uygulamalarına ilişkin görüşleri (The opinions of teachers regarding the practices of effective citizenship education in social studies course). (Yayımlanmamış doktora tezi). Eskişehir Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
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  • Kalaycı, N. & Baysal, S. B. (2019). Sosyal bilgiler öğretim programlarının karşılaştırmalı analizi (2005-2017-2018) (Comparative analysis of social studies curricula (2005-2017-2018)). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 22(1), 106-129.
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  • Kara, İ. (2022a). Sosyal bilgiler dersi öğretim programının birlikte yaşama kültürü bağlamında incelenmesi (Examining the social studies course curriculum in the context of the culture of living together). A. Benli, E. Çetinkaya. (Ed.), Sosyal bilimlerde yeni araştırmalar-VII. (137-143). Ankara: Berikan Yayınevi.
  • Kara, İ. (2022b). Fransa’daki ortaokullarda vatandaşlık eğitiminin incelenmesi (The study of the citizenship education in secondary schools in France) (Yayımlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kara, İ. (2022c, Şubat). Fransa’da sosyal bilgiler dersi kapsamında okutulan tarih coğrafya öğretim programının incelenmesi (Examination of the history and geography curriculum taught within the scope of social studies course in France) [Öz]. 4. Ayasofya Uluslararası Multidisipliner Bilimsel Araştırmalar Kongresinde sunulan bildiri. İstanbul.
  • Kara, İ. & Tokmak, A. (2023). Fransa sosyal bilgiler dersi öğretim programının laiklik açısından incelenmesi (Examination of France’s social studies curriculum in terms of secularity). Journal of History School, 63, 664-687. http://dx.doi.org/10.29228/joh.68431
  • Knibiehler, Y. (1977). Les finalités de l'enseignement de l'histoire-géographie dans le deuxième degree (The aims of teaching history and geography in secondary education). Revue Française de Pédagogie, 38, 5-9. https://doi.org/10.3406/rfp.1977.1629
  • Lebrun, J. & Niclot, D. (2012). La problématisation des apprentissages enenseignement de l’histoire-géographie : quels cadres de référence, quelsfondements? (The problematization of learning in history-geography teaching: What reference frameworks, what foundations?). Nouveaux Cahiers de la Recherche en Éducation, 15(1), 3-4. https://doi.org/10.7202/1013375ar
  • Marchand, P. (2002). Sur l’histoire de l’enseignement de l’histoire (On the history of history teaching). Histoire de l’éducation, 93, 37-57. https://doi.org/10.4000/histoire-education.273
  • Menard, C. (2019). La laïcité au collège: les pratiques enseignantes de renormalisation du curriculum prescrit : déplacements et hybridation des conceptions de la laïcité (Secularism in college: Teaching practices of renormalization of the prescribed curriculum: Shifts and hybridization of conceptions of secularism). (Thèse de doctorat inédite). Sciences de l’Education de l’Education Psychologie Information Communication de l’Université de Lyon, Lyon.
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Fransa Ortaokul Tarih-Coğrafya Öğretim Programlarının İncelenmesi

Year 2023, Volume: 7 Issue: 4, 1190 - 1212, 23.10.2023

Mehmet Aydın İlyas Kara Ahmet Tokmak

https://doi.org/10.34056/aujef.1229676

Abstract

TFransız ve Türk toplumları Osmanlı Devleti döneminden beri her alanda yoğun etkileşim içerisinde bulunmuşlardır. Bu nedenle Türkiye ve Fransa cumhuriyetlerinin her alanda olduğu gibi eğitim alanında da birbirlerini takip etmeleri ve etkileşim halinde olmaları her iki ülkenin geleceği açısından önemlidir. Çünkü Türk eğitim sisteminin şekillenmesinde Fransa’nın önemli etkileri olmuştur. Bu bağlamda Fransa’da eğitim alanında meydana gelen gelişmelerin yakından takip edilmesi gerekmektedir. Ayrıca Fransa’da 1789 Fransız Devrimi’nden sonra yaşanan gelişmeler, insan hakları ve demokrasi gibi konularda bütün toplumları etkilemiş ve vatandaş kavramının bugünkü anlamına kavuşmasına yardımcı olmuştur. Bu nedenle özellikle Sosyal Bilgiler gibi insan ve toplum yaşamını doğrudan konu alan disiplinlerin Fransa’daki mevcut durumunun incelenmesi önemlidir. Ancak ilgili ulusal yazın incelendiğinde bu konuya yönelik çalışmaların oldukça az olduğu tespit edilmiştir. Bu durum ulusal alan yazındaki önemli bir boşluk olarak görülmüş ve Fransa’da Sosyal Bilgiler dersinin muadili olarak okutulmakta olan Tarih-Coğrafya dersine yönelik yapılacak bir çalışmanın alan yazına önemli bir katkı sağlayacağı düşünülmüştür. Bu düşünceyle, Fransa’daki ortaokullarda uygulanmakta olan Tarih-Coğrafya Dersi Öğretim Programının incelenmesi amaçlanmıştır. Araştırma nitel bir çalışma olup doküman analizi yöntemi kullanılmıştır. Verilerin çözümlenmesinde betimsel analiz yöntemi tercih edilmiştir. Araştırma sonucunda Fransa’daki ortaokullarda okutulmakta olan öğretim programının beceriler, içerik, öğrenme öğretme süreci şeklinden üç bölümden oluştuğu, içeriğin temalar ve konular şeklinde düzenlendiği, temaların ve konuların sınıf seviyelerine göre ayrı ayrı düzenlendiği, öğretim programında hedef kazanımlara yer verilmediği görülmüştür. Öğretim programında yer alan tarihle ilgili temaların ve konuların daha çok Fransa ve Avrupa toplumlarına yönelik olduğu, Fransa’nın çok kültürlü ve kozmopolit yapısı gözönüne alındığında öğretim programının Fransa’daki azınlık gruplar için yeterince çokkültürlü bir yapıda oluşturulmadığı, coğrafya konularının ise tarih konularına göre dünyanın değişik bölgelerine yönelik olarak daha evrensel bir bakış açısıyla oluşturulduğu gibi sonuçlara ulaşılmıştır. Ayrıca öğretim programında değerlendirmeye yönelik herhangi bir bölümün olmadığı ancak öğrenme öğretme sürecinde, sınavların yanı sıra performansa dayalı süreç odaklı değerlendirmelere başvurulmasının önerildiği tespit edilmiştir.

Keywords

Fransa sosyal bilgiler dersi öğretim programı tarih-coğrafya dersi öğretim programı doküman incelemesi

References

  • Akdağ, H. (2009). Sosyal Bilgilerin tanımı, amacı, önemi ve Türkiye’deki yeri (Definition, purpose, importance and place of social studies in Turkey). R. Turan, A. M. Sünbül, H. Akdağ. (Ed.), Sosyal bilgiler öğretiminde yeni yaklaşımlar-1(New approaches in teaching social studies-1), (1-24). Ankara: Pegem Akademi.
  • Aktaş, V., Tokmak, A. & Kara, İ. (2021). Examining social studies textbooks in terms of global problems: The case of France and Turkey. Journal of Innovative Research in Teacher Education, 2(3), 266-289. https://doi.org/10.29329/jirte.2021.408.6
  • Alais, E., Bozec, P. & Cham, R. (2016). Citizenship education with children aged 8 - 12 in France. Strasbourg: Council of Europe.
  • Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. https://doi.org/10.46743/2160-3715/2008.1573
  • Berberi, V. (2015). L’histoire-géographie en classe (History-geography in class). Annales. Histoire, Sciences Sociales, 70(1), 151-159.
  • Bruneau, M. (2004). Diasporas et espaces transnationaux (Diasporas and transnational spaces). Paris: Economica.
  • Chenet, M., Simoes, L. & Laurent, Q. (2011). Pratique et enseignement de l’audiovisuel en géographie (Practice and teaching of audiovisual in geography). EchoGéo, 18, 1-8. https://doi.org/10.4000/echogeo.12734
  • Communication au Comité d’Évaluation et de Contrôle des Politiques Publiques de l’Assemblée Nationale (2021). La Formatıon à la Cıtoyenneté (Octobre 2021) ( Citizenship Training (October 2021)). Paris: Assemblée Nationale.
  • Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage: Thousand Oaks.
  • Crabtree, B. F. & Miller, W. L. (1999). Doing qualitative research. Sage Publications.
  • Genevois, S., Briat, P., Joliveau, T. & Méon, A. (2009). Enseigner l’histoire-géographie à partir d’une étude de cas géohistorique (Teaching history and geography using a case study in geo-history; reviewing a teaching experience using GIS). Géocarrefour, 84(4), 249-257. https://doi.org/10.4000/geocarrefour.7540
  • Grandner, É. (2021). Étude comparée de l’éducation à la citoyenneté entre la France et le Royaume-Uni (Comparative study of citizenship education between France and the United Kingdom). (These de Master Métiers de l’Enseignement, de l’Éducation et de la Formation). Sciences de l’Homme et Société de Université de Bordeaux, Bordeaux.
  • Demirel, Ö. (2015). Eğitimde program geliştirme, kuramdan uygulamaya (Program development in education, from theory to practice). Ankara: Pegem Akademi.
  • Ersoy, A. F. (2007). Sosyal bilgiler dersinde öğretmenlerin etkili vatandaşlık eğitimi uygulamalarına ilişkin görüşleri (The opinions of teachers regarding the practices of effective citizenship education in social studies course). (Yayımlanmamış doktora tezi). Eskişehir Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of Qualitative Research, 2(105), 163-194.
  • Husser, A. C. (2017). L’enseignement moral et civique dans les établissements scolaires français, une transversalité consistante? (Moral and civic education in French schools, a consistent transversality?). Éthique en Éducation et en Formation, 4, 12–29. https://doi.org/10.7202/1045186ar
  • Kabapınar, Y. (2009). İlköğretimde hayat bilgisi ve sosyal bilgiler öğretimi (Teaching life sciences and social studies in primary education). Ankara: Maya Akademi.
  • Kalaycı, N. & Baysal, S. B. (2019). Sosyal bilgiler öğretim programlarının karşılaştırmalı analizi (2005-2017-2018) (Comparative analysis of social studies curricula (2005-2017-2018)). Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 22(1), 106-129.
  • Kant, I. (1964). Schriften zur anthropologie, geschichtsphilosophie, politik und pädagogik-2. (Kant Werke) (Writings on anthropology, philosophy of history, politics and pedagogy-2. (Kant works)). Suhrkamp Verlag: Frankfurt am Main.
  • Kara, İ., Aktaş, V. & Yaman, T. (2021). Fransa ders kitaplarında yer alan görsellerin toplumsal cinsiyet rolleri bağlamında incelenmesi: Ortaokul tarih ve coğrafya dersi örneği (The study of visuals in french coursebooks in the context of social gender roles: The sample of history and geography subjects in the middle school). Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 5(1), 98-118. https://doi.org/10.38015/sbyy.931674
  • Kara, İ. (2022a). Sosyal bilgiler dersi öğretim programının birlikte yaşama kültürü bağlamında incelenmesi (Examining the social studies course curriculum in the context of the culture of living together). A. Benli, E. Çetinkaya. (Ed.), Sosyal bilimlerde yeni araştırmalar-VII. (137-143). Ankara: Berikan Yayınevi.
  • Kara, İ. (2022b). Fransa’daki ortaokullarda vatandaşlık eğitiminin incelenmesi (The study of the citizenship education in secondary schools in France) (Yayımlanmamış doktora tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kara, İ. (2022c, Şubat). Fransa’da sosyal bilgiler dersi kapsamında okutulan tarih coğrafya öğretim programının incelenmesi (Examination of the history and geography curriculum taught within the scope of social studies course in France) [Öz]. 4. Ayasofya Uluslararası Multidisipliner Bilimsel Araştırmalar Kongresinde sunulan bildiri. İstanbul.
  • Kara, İ. & Tokmak, A. (2023). Fransa sosyal bilgiler dersi öğretim programının laiklik açısından incelenmesi (Examination of France’s social studies curriculum in terms of secularity). Journal of History School, 63, 664-687. http://dx.doi.org/10.29228/joh.68431
  • Knibiehler, Y. (1977). Les finalités de l'enseignement de l'histoire-géographie dans le deuxième degree (The aims of teaching history and geography in secondary education). Revue Française de Pédagogie, 38, 5-9. https://doi.org/10.3406/rfp.1977.1629
  • Lebrun, J. & Niclot, D. (2012). La problématisation des apprentissages enenseignement de l’histoire-géographie : quels cadres de référence, quelsfondements? (The problematization of learning in history-geography teaching: What reference frameworks, what foundations?). Nouveaux Cahiers de la Recherche en Éducation, 15(1), 3-4. https://doi.org/10.7202/1013375ar
  • Marchand, P. (2002). Sur l’histoire de l’enseignement de l’histoire (On the history of history teaching). Histoire de l’éducation, 93, 37-57. https://doi.org/10.4000/histoire-education.273
  • Menard, C. (2019). La laïcité au collège: les pratiques enseignantes de renormalisation du curriculum prescrit : déplacements et hybridation des conceptions de la laïcité (Secularism in college: Teaching practices of renormalization of the prescribed curriculum: Shifts and hybridization of conceptions of secularism). (Thèse de doctorat inédite). Sciences de l’Education de l’Education Psychologie Information Communication de l’Université de Lyon, Lyon.
  • Ministère de l’Éducation Nationale (2007). Image de la discipline et pratiques d’enseignement en histoire, géographie et éducation civique au collège. Les dossiers évaluations et statistiques (Image of the discipline and teaching practices in history, geography and civic education in middle school. Evaluation and statistics files). Paris: Publication de la DEPP.
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There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mehmet Aydın 0000-0002-4552-1913

İlyas Kara 0000-0003-4755-0037

Ahmet Tokmak 0000-0002-3902-5825

Publication Date October 23, 2023
Published in Issue Year 2023 Volume: 7 Issue: 4

Cite

APA Aydın, M., Kara, İ., & Tokmak, A. (2023). Examination of French Secondary School History-Geography Teaching Programmes. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(4), 1190-1212. https://doi.org/10.34056/aujef.1229676
AMA Aydın M, Kara İ, Tokmak A. Examination of French Secondary School History-Geography Teaching Programmes. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. October 2023;7(4):1190-1212. doi:10.34056/aujef.1229676
Chicago Aydın, Mehmet, İlyas Kara, and Ahmet Tokmak. “Examination of French Secondary School History-Geography Teaching Programmes”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 4 (October 2023): 1190-1212. https://doi.org/10.34056/aujef.1229676.
EndNote Aydın M, Kara İ, Tokmak A (October 1, 2023) Examination of French Secondary School History-Geography Teaching Programmes. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 4 1190–1212.
IEEE M. Aydın, İ. Kara, and A. Tokmak, “Examination of French Secondary School History-Geography Teaching Programmes”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, pp. 1190–1212, 2023, doi: 10.34056/aujef.1229676.
ISNAD Aydın, Mehmet et al. “Examination of French Secondary School History-Geography Teaching Programmes”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/4 (October 2023), 1190-1212. https://doi.org/10.34056/aujef.1229676.
JAMA Aydın M, Kara İ, Tokmak A. Examination of French Secondary School History-Geography Teaching Programmes. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:1190–1212.
MLA Aydın, Mehmet et al. “Examination of French Secondary School History-Geography Teaching Programmes”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 4, 2023, pp. 1190-12, doi:10.34056/aujef.1229676.
Vancouver Aydın M, Kara İ, Tokmak A. Examination of French Secondary School History-Geography Teaching Programmes. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(4):1190-212.
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