摘要：AbstractThis phenomenological study focused on what multicultural characteristics can be reflected to the elements of the curriculum objectives, content, learning situations and evaluation. Multicultural literature was examined via content analysis method. The findings were reported according to the themes based on the curriculum's elements. Some results of the research revealed that a curriculum design has multicultural characteristics if the objectives have the learner characteristics such as comprehending human rights and appreciation of different views, the content consists of some subjects such as human rights and citizenship, the learning situations offer different groups bias-free implementations and the evaluation process focused on thinking skills such as reflective thinking.
