Educational reform has become one of the priorities in all countries in recent years. Today's information age and the globalization that emerged with the information age have been effective particularly in the education systems and have led all countries to search for innovation in education. As a result of these changes and developments, a number of innovation efforts have started in the education system in Turkey especially in the 2000s. Among them, the Constructivist Education Program, which was developed in 2004, and the Restructuring of the Education System, which brought 8 years of compulsory education to 12 years in 2011, are important reform initiatives. While these reform initiatives are supported by the field personnel and implementers, there are those who do not support as much as those who support these initiatives. It is important to determine whether the previous educational researches and their findings have been taken into account during the implementation of these reform initiatives. In addition, it is also important to determine the educational researches and their findings about the implementation process and effects of the relevant reform initiatives and to develop future plans and policies.

In Turkey, the educational program that was developed and implemented based on "Behaviorist" approach transformed into the educational program developed on the basis of "Cognitive and Constructivist approach" in 2004. The present system not meeting expectations, the low scores obtained from international exams, the dominance of teacher-centered approach have led to the need for reform of educational programs (Erdogan, 2004; Akpinar and Aydin, 2007). Another educational reform initiative on the Turkish education system is related to "compulsory education". Compulsory education has been increased from eight years to 12 years starting from the academic year of 2012-2013, the first four years is planned as primary school, the second four years as middle school and the third four years as high school (www.meb.gov.tr).

It is crucial that the stakeholders' opinions are taken on the reform initiatives that will affect education stakeholders in both positive and negative ways. In researches made related to the change of the education system, it has been revealed that there have been many problems and criticisms regarding the system. Teachers have stated the reasons for the problems faced concerning the new system as the lowering of the schooling age, the inadequacy of physical infrastructure (Kulekci, 2013; Yilmaz, Tasci, Fidan and Nurlu, 2014; Polat, 2014), the lack of adaptation and readiness of the students (Aykac, Kabaran, Atar, Bilgin, 2014). Likewise, the school administrators have emphasized the low schooling age; in addition, they suggested that limiting the orientation with only one field is not suitable (Ismetoglu, 2013). Universities have also criticized the issue.  Bogazici University suggested that the model changes in the education system should be based on the scientific basis, otherwise this will cause improvidence, the early professional orientation will cause inconvenience; and Ankara University (2012) stated that the new proposed system is not compatible with the existing teacher education system.

Educational reforms must take place by taking into consideration the views of universities, educators, government, publishing houses and schools. Because changes in education are not an instant, but an ongoing process. Within the process, all educational stakeholders should adopt the aforementioned changes (Horn, 2002). Likewise, the changes to be made in education should be determined by determining the expectations and needs of the society through conducting a comprehensive needs analysis (Sisman, 2013). The purpose of this study is to examine why and how changes were made in 2004 and 2012 in the Turkish Education system, which was conducted under the name of educational reform. 

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