Mehmet Fatih KAYA
In this study, geography teaching programs implemented in Turkey since 2005 were compared with the German program which has been running since 2004. A paradigm was not taken into consideration because the same geography teaching program applies to all high schools in Turkey. In Germany, the Nordhrhein?Westfalen province was selected as a paradigm due to its dense population. This research has a qualitative pattern. Both countries’ geography curriculum were examined in accordance with the document analyses and, according to the findings obtained from the programs, were compared in terms of target, content, teaching?learning process and evaluation. Both programs have been found to contain similarities with some differences. In the light of these findings some suggestions are made for researchers, teachers and curriculum development specialists.
