AN EXAMINATION OF THE LEARNING OUTCOMES OF THE TÜRKİYE CENTURY EDUCATION MODEL SCIENCE CURRICULUM IN TERMS OF SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
DOI:
https://doi.org/10.5281/zenodo.22176948Keywords:
CASEL, Learning Outcomes, Science Curriculum, Social and Emotional Learning, Türkiye Century Education ModelAbstract
The aim of this study was to examine the learning outcomes included in the Science Curriculum (SC) of the Türkiye Century Education Model (TCEM) in terms of social and emotional learning (SEL) competencies. The study was conducted using a document analysis design within the qualitative research approach. The data source consisted of a total of 585 learning outcomes included in the 3rd, 4th, 5th, 6th, 7th, and 8th grade SC of the TCEM. The data were analyzed using descriptive content analysis based on the SEL competencies defined within the CASEL framework. The findings revealed that responsible decision-making was the most frequently represented SEL competency in the learning outcomes, followed by social awareness, self-management, and self-awareness, whereas relationship skills were represented at the lowest level. Overall, the findings indicated that the learning outcomes of the TCEM SC incorporated SEL competencies; however, these competencies were not represented in a balanced manner. Consistent with the nature of science education, greater emphasis was placed on learning outcomes related to problem-solving, evidence-based evaluation, generating solutions, assuming environmental and social responsibility, and planning and managing learning processes. In contrast, learning outcomes aimed at promoting students' self-awareness, awareness of their emotions and thoughts, effective communication, and collaboration skills were represented to a more limited extent.
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