The aim of this study is to analyze the reform which Turkey realized in primary school curricula in 2004 with reference to its different dimensions. Within this context, the internal and external factors triggering the 2004 reform and the applications in the reform process were evaluated. Moreover, the main bases of the curricula that emerged as a product of the reform, the application principles of these curricula in the classroom and the measurement and evaluation approaches prescribed in the curricula were analyzed too.   

The reform realized in 2004 by the Ministry of Education was put into effect due to the triggering of globalisation led by USA mainly, neo-liberal economic systems and different external factors such as EU and PISA. The factors such as various chronic problems experienced in Turkish Educational System, predicament of quality, economic structure and educational system not being parallel to eachother and growing dissatisfaction about the education provided can be listed as the internal triggering factors of this reform.   When the determining roles of external triggering factors of 2004 reform are considered, it can be claimed that the dependent structure of Turkish Education System lasting for two centuries, which has a western reference and is based on importing models was maintained in the 2004 reform.  

All the stakeholders concerned were involved, though partially, in the 2004 curricula reform workshops organized under the control of the Ministry of Education. However, apart from labour unions, NGOs’ not being involved in the curriculum studies is a deficiency in terms of social acceptance level of the curricula. What is more, it can be claimed that the historical base of the curricula developed as a result of this reform movement is weak since the history of Turkish education and previous educational experiences haven’t been analyzed adequately. Besides, in the academic environments, it is considered a deficiency that there hasn’t been sufficient coordination between the Ministry of Education and universities in reform studies. This deficiency can be attributed to the incompatibility between the Higher Education Council in 2004 on which the universities were dependent and the government.

2004 reform prescribed fundamental changes for primary school curricula (MEB, 2004). The curricula, which had been based on idealism and essentialismprior to the reform, were based on progressivism and constructivism afterwards (Demirel, 2000). In addition, the curricula, which were teacher-centered and subject-centered before were made student-centered. Within this framework, it charged new roles to teachers and students as well. That the 2004 reform favored progressive philosophy was reflected in the curricula as a curriculum conception sensitive to economy (market) and technology. Constructivism was reflected as learner-centered education and assigning importance to subjective knowledge.  

The Theory of Multiple Intelligence is given an important role in primary school curricula that are the products of 2004 reform; it is also possible to see the effects, though partially, of postmodernism and quantum paradigm in these curricula. This is reflected in the curricula as flexibility and use of multiple instruction methods and multiple measurement and evaluation approaches (MEB, 2005).  

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