Bu çalışmanın temel amacı 2018 Sosyal Bilgiler Dersi Öğretim Programının çokkültürlü eğitim bağlamında incelenmesidir. Çalışma nitel bir araştırma yöntemlerine uygun bir şekilde tasarlanmıştır. Bu doğrultuda yazılı materyallerin analizinde kullanılan dokuman inceleme tekniğinden yararlanarak 2018 Sosyal Bilgiler Dersi Öğretim Programı çok kültürlü eğitim kapsamında incelenmiştir. Sosyal Bilgiler Dersi Öğretim Programında çokkültürlü eğitime ilişkin unsurları tespit emek için içerik analizi tekniği kullanılmıştır. Böylece öğretim programında yer alan özel amaçlar, beceriler, değerler ve kazanımlar detaylı bir biçimde incelenmiş ve analiz edilmiştir. 2018 Sosyal Bilgiler Dersi Öğretim Programı 7 öğrenme alanı çerçevesinde yapılandırılmıştır. Özellikle “Kültür ve Miras” ve “Küresel Bağlantılar” öğrenme alanlarındaki kazanımların çoğunun ve “Etkin Vatandaşlık” ve “İnsanlar Yerler ve Çevreler” öğrenme alanlarındaki kazanımların kısmen çok kültürlü eğitim ilkelerine uygun olduğu tespit edilmiştir. Öğretim programlarında çokkültürlü eğitim ile ilgili anlayışın 2005 ten 2018’e farklılık göstermeden devam ettiği sonucuna ulaşılabilir.

The main objective of this study is to examine problem solving and posing skills of elementary school fourth-grade students. For this purpose, the students were first taught to solve problems and then, they were made to solve problems in the study. Subsequently, they were taught to pose problems, and they were made to pose problems. In problem solving education, the teaching was structured according to Polya's problem solving stages. As for posing problems, the teaching was structured according to Stoyanova and Ellerton’s free, semi-structured and structured problem posing situations. The problems that the students solved and posed were examined. The problems solved were evaluated according to the critical behaviours determined for each of the four stages of Polya. The problems posed were evaluated in three main categories as “problem”, “not a problem” and “blank”. The following results were obtained in the study. The performance of students is low in the stages of understanding the problem, preparing the plan, implementing the plan and evaluating, which are the problem-solving stages. The number of the problems posed for free, semi-structured and structured problem-posing situations is high

The mind and value have the ability to regulate and direct people's behaviours and decisions. Thus, this research aims to determine prospective social studies teachers’ views regarding values considered as a factor that influences decisions and behaviours. The research has employed a case study, one of the qualitative research methods. This research has been carried out with 45 prospective teachers who are from social studies teaching department at the faculty of education and who have been selected by the convenience sampling method, one of the purposeful sampling methods. The research data have been collected through a semi-structured interview form consisting of four open-ended questions. Descriptive analysis was used in the analysis of the data. Research results have revealed that prospective teachers have values, mind and both f=8 , respectively while making decisions or exhibiting behaviours. The values affecting decisions and behaviours have been identified to be respect, righteousness, tolerance, fairness, patriotism, love, benevolence, compassion and responsibility, respectively. When it comes to the prospective teachers’ views regarding their conflict with values and mind, the dilemma has the highest frequency, while they mostly prefer the value. Research results have revealed that values are in the foreground when making decisions within society or displaying behaviours; however, the significant effect of the mind cannot be underestimated