e-International Journal of Educational Research

Abstract

The Turkish curriculum, organized according to the constructivist approach that started in 2005, consists of verbal communication (listening and speaking), reading and writing and grammar learning. Learning outcomes related to each field constitute instructional objectives of that field. Learning outcomes in the field of reading and learning are grouped under three headings: reading comprehension, fluent reading, developing vocabulary. The program includes reading rules for these areas, understanding and analyzing the texts read, interpretation of the texts read, explanation and evaluation of the texts read and various learning outcomes and activities aimed at transforming the reading into a habitual state (MEB, 2015: 6,7). In this study, the single research model was used as a qualitative research method. The data obtained by the single research are limited to the time it is obtained, cannot be generalized to the population, and provide estimations for the future (Karasar, 2014: 77). The study group consists of 20 Turkish teachers working in villages connected to Sivas-Center. Of the teachers in the study group, 12 are female and 8 are male. They all graduated from the faculty of education. The learning outcomes related to the 5th grade reading learning area in the Turkish Curriculum were evaluated by taking the opinions of the teachers in terms of the properties that should be found in the targets. The data were collected by using the semi-structured interview method. When teachers' views on the learning outcomes in the program are examined, it is seen that the teachers in general have the difficulties in practice because the learning outcomes in the field of learning to read require mental skills above the level of the fifth-grade students and they are above the level of students’ readiness. With individual differences, if they are thought to be in the process of concrete processes during the period of mental development of Piaget, it can be better understood why fifth grade students do not achieve the desired level of competence in skills such as questioning, critical thinking, abstract thinking and abstraction of thoughts.