The Distribution of the Mother Tongue Curricula Learning Outcomes Based on the Thinking Skills

Abstract

This study aimed to examine how the learning outcomes set in the mother tongue teaching curricula are distributed across the thinking skills they are intended to develop and in which contexts these thinking skills are addressed in the curriculum. In this study employed the document analysis method, one of the qualitative research methods. The scope of the study consists of the language development learning outcomes stated in the pre-school curriculum which has been in effect since 2013 and in Turkish and Turkish Language and Literature curricula that became effective in 2018; thus, a total of 625 learning outcomes. The study conducted an intense data analysis process consisted of seven stages, including repeated reading, coding, and continuous comparison. The results of the study showed that the learning outcomes set in the mother tongue teaching curricula aim to develop 16 different thinking skills. Distinguishing seems to be the thinking skill aimed to be developed the most by the learning outcomes in the mother tongue teaching curricula. The questioning, decision making, comparing, synthesising, problem-solving, and adapting skills seem to be not much emphasized in the curricula.