摘要：entrThe main purpose of this study is to examine the extent of the objectives, gains, learning areas, skills and values related to the subject of democracy in 2005 and 2018 Social Studies Curriculum. Basic qualitative research that is one of the qualitative researches was chosen in the study. The data source and study group of the research consisted of 2005-2018 Social Studies Curricula and 15 social studies teachers. Document analysis technique and semi-structured interview technique were used as data collection tools in the study. In the analysis of the data obtained as a result of document review in the study, descriptive analysis method based on deductive coding approach was used. In the analysis of the data obtained from the semi-structured interviews, content analysis method based on inductive coding approach was used. Some of the results obtained from the study are as follows: In both curricula, it was found that the objectives related to democracy were maintained in the same way. It was determined that the subjects related to democracy were included more heavily in the learning areas in the 2018 curriculum. In the 2005 curriculum, the gains related to democracy were included in the 5th grade the most and in the 4th grade the least. In the 2018 curriculum, the gains related to democracy were included in the 6th grade the most and in the 4th grade the least. Most of the skills in the 2005 curriculum are related with democracy. In 2018 curriculum, close to half of 27 skills is related with democracy again. More than half of values in the 2005 and 2018 curriculum are related with democracy. In addition, teachers' opinions about the curricula were presented in the study.The main purpose of this study is to examine the extent of the objectives, gains, learning areas, skills and values related to the subject of democracy in 2005 and 2018 Social Studies Curriculum. Basic qualitative research that is one of the qualitative researches was chosen in the study. The data source and study group of the research consisted of 2005-2018 Social Studies Curricula and 15 social studies teachers. Document analysis technique and semi-structured interview technique were used as data collection tools in the study. In the analysis of the data obtained as a result of document review in the study, descriptive analysis method based on deductive coding approach was used. In the analysis of the data obtained from the semi-structured interviews, content analysis method based on inductive coding approach was used. Some of the results obtained from the study are as follows: In both curricula, it was found that the objectives related to democracy were maintained in the same way. It was determined that the subjects related to democracy were included more heavily in the learning areas in the 2018 curriculum. In the 2005 curriculum, the gains related to democracy were included in the 5th grade the most and in the 4th grade the least. In the 2018 curriculum, the gains related to democracy were included in the 6th grade the most and in the 4th grade the least. Most of the skills in the 2005 curriculum are related with democracy. In 2018 curriculum, close to half of 27 skills is related with democracy again. More than half of values in the 2005 and 2018 curriculum are related with democracy. In addition, teachers' opinions about the curricula were presented in the study.
