Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development

Autor/inn/en	Barak, Belma; Avci, Görkem
Titel	Comparative Analysis of Turkey and Germany (Bavaria) Secondary Education Curricula in Terms of Education for Sustainable Development
Quelle	In: Discourse and Communication for Sustainable Education, 13 (2022) 2, S.108-132 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2255-7547
DOI	10.2478/dcse-2022-0022
Schlagwörter	Foreign Countries; Secondary School Curriculum; Sustainable Development; Cultural Differences; Instructional Program Divisions; Science Education; Social Studies; Geography Instruction; Natural Resources; Technology; Economic Factors; Social Problems; Problem Solving; Ecology; Turkey; Germany + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Kultureller Unterschied; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Geography education; Geography lessons; Geografieunterricht; Natural Ressource; Natürliche Ressource; Technologie; Ökonomischer Faktor; Social problem; Soziales Problem; Problemlösen; Ökologie; Türkei; Deutschland
Abstract	Education for Sustainable Development (ESD) is a teaching and learning approach that is based on the principles that underpin sustainability and applies to all levels of education. However, there is a scarcity of research on the integration of curricula with ESD. In this study, secondary school curricula in Germany (Bavaria) (geography, nature and technology) and secondary school curricula in Turkey (social studies, sciences) were compared in terms of learning outcomes and learning areas to the principles of sustainable development (social-environmental-economic). Attempts have been made to shed light on how ESD is reflected in the curricula of Turkey and Germany, as well as how the approach of ESD directs the education curricula. According to the findings of the study, the learning outcomes and learning areas of the curricula of Turkey and Germany are related to the principles of sustainable development, and learning outcomes related to SD dimensions are given more place in the upper grades. Turkey's social studies curriculum is more related to SD's social dimension principles; the science curriculum is more related to SD's environmental dimension principles; and Germany's geography, nature and technology curricula are more related to SD's environmental dimension principles. The number of learning outcomes related to the economic dimension principles of SD in both countries' curricula has been determined to be very low. Especially in Germany's curricula, unlike Turkey's curricula, it has been determined that students offer solutions to existing environmental-social-economic problems for sustainability in the context of problem-solving skills and learning outcomes that include case study activities are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01