Social studies teachers' views on the use of learning to learn strategies

Güven Kemerkaya; Tahsin Yıldırım; Ali Meydan

doi:10.34056/aujef.1783729

Social studies teachers' views on the use of learning to learn strategies

Abstract

The purpose of this research is to understand social studies teachers' perspectives on learning to learn strategies and their application. The study was carried out using a basic qualitative research design rooted in qualitative methods. The participants include 15 social studies teachers working in public schools in Aksaray city center during the 2024-2025 academic year, selected through convenience sampling. Data were collected via a semi-structured interview form created by the researchers. Content analysis was used to examine the data. The findings revealed that teachers generally viewed learning to learn as individuals discovering their own learning methods, consciously managing the learning process, and developing related strategies. Additionally, participants indicated that the constructivist approach and learning to learn strategies are interconnected. They also shared that they attempt to teach these strategies in the classroom through activities such as asking questions, conducting project-based tasks, and performing dramas. Moreover, they stressed the importance of creating dedicated practice areas and offering opportunities for students to gain experience in effectively implementing learning to learn strategies. Based on these results, it is recommended to explain the details of learning to learn strategies to all teachers and to design activity and practice examples related to these strategies.

Keywords

Ethical Statement

This research was approved by the Nevşehir Hacı Bektaş Veli University Scientific Research and Publication Ethics Committee's decision, number 2025.07.262 dated 26.06.2025.

References

Abimbola, I. O. (2023). Learning how to learn for perfect understanding (2th. Ed.). BAMITEX Printing & Publishing.
Bakar, E. (2023). Türkiye’de öğretim programlarında “öğrenmeyi öğrenme” yetkinliğinin yeri ve önemi [The place and importance of “learning to learn” competency in teaching programs in Türkiye]. Educational Academic Research(50), 104-116. https://doi.org/10.5152/AUJKKEF.2023.22053
Bayar, C., & Tan Şişman, G. (2024). İngilizce öğretmenlerinin görüşleri odağında hayat boyu öğrenme becerilerinin ingilizce dil öğretim süreçlerine yansıtılması [The reflection of lifelong learning skills in English language teaching processes: english teachers' perspectives]. The Journal of Buca Faculty of Education (59),828-857. https://doi.org/10.53444/deubefd.1415246
Bhattacharjee, J. (2015). Constructivist approach to learning–an effective approach of teaching learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies, 1(4), 23-28. https://oaji.net/articles/2015/1707-1438677336.pdf
Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çalışmalar [Content analysis in the social sciences: Techniques and case studies]. Siyasal.
Binici İlaslan, B. (2022). Öğretmenlerin öğrenme stratejileri farkındalık düzeyi ile öz düzenlemeli öğrenmeyi teşvik edicilikleri arasındaki ilişkinin incelenmesi [Investigation of the relationship between teachers' level of awareness of learning strategies and their promise of self-regulated learning]. [Unpublished master's thesis, Marmara University]. YÖK Tez Merkezi. https://Tez.yok.gov.tr
Bukova Güzel, E. (2008). Yapılandırmacı öğrenme yaklaşımına dayalı matematik öğreniminin bilimi tanıma, yaşam ile ilişki kurma, öğrenmeyi öğrenme, sorgulayarak ve iletişim kurarak öğrenme üzerindeki etkisinin belirlenmesi [The effect of a constructivist approach to mathematics learning on defining science, connecting life and school, learning to learn, learning to speak out and learning to communicate]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 135. https://dergipark.org.tr/en/download/article-file/16611
Büyüköztürk, Ş. Kılıç Çakmak, E. Akgün, Ö. E. Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.

Çatal, N. (2019). Sınıf öğretmenlerinin öğrenmeyi öğrenme becerisine ilişkin görüş ve yeterlikleri [The Opinions and competences of primary school teachers about learning to learn]. [Unpublished master's thesis, Hacettepe University]. YÖK Tez Merkezi. https://Tez.yok.gov.tr
Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance). https://eur-lex.europa.eu/legalcontent/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (6th.ed). Pearson.
Doğan, A. (2024). Öğrenmeyi öğrenme [Learning to learn]. In H. Şahin & İ. Daşdemir (Eds.), Eğitim bilimlerinde yeni araştırmalar [New research in educational sciences]. (pp. 1–19). Livre de Lyon.
Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş [Introduction to research methods and techniques in education]. Anı Yayıncılık.
Erdem, A. R. (2018). Öğrenmeyi öğretmeyi öğrenmiş öğretmen eğitimi modeli [The Teacher who has learned to teach learning training model]. Eğiten.
Fischer, G. (1999). Lifelong learning: Changing mindsets [Paper presentation]. International Conference on Computers in Education (ICCE), University of Colorado Boulder. https://www.researchgate.net/publication/2509292_Lifelong_Learning_Changing_Mindsets/citations
Frenkel, S. (2014). Metacognitive components in learning to learn approaches. International Journal of Psychology: A Biopsychosocial Approach, 14, 95-112. https://doi.org/10.7220/2345-024X.14.5
Goodbourn, R., Hartley, T., Higgins, S., & Wal, K. (2009). Learning to learn for life 3: Research and practical examples for secondary schools. Campaign for Learning.
Gültekin, G. S., & Yazar, F. B. (2021). Öğretmenlerin yaşam boyu öğrenme eğilimlerinin incelenmesi [Examining teachers’ lifelong learning tendencies]. Pearson Journal, 6(11), 98–106. https://doi.org/10.46872/pj.227
Hautamäki, A., Hautamäki, J., & Kupiainen, S. (2010). Assessment in schools-learning to learn. International Encyclopedia of Education, 3, 268–272. https://www.researchgate.net/publication/230633859_Assessment_in_Schools__Learning_to_Learn/link/5a8182f6458515ce6140af13/download
Higgins, S., Wall, K., Falzon, C., Hall, E., & Leat, D. (2005). Learning to learn in schools: Phase 3 evaluation, year 1 final report. Centre for Learning and Teaching, University of Newcastle for the Campaign for Learning. https://www.academia.edu/25022021/Learning_to_Learn_in_Schools_Phase_3_Evaluation_Technical_Appendices_to_the_Final_Report_Learning_to_Learn_Phase_3_Evaluation_Technical_Appendices_to_the_Final_Report_2_CONTENTS?nav_from=68a3e03d-67d2-406c-bd29-224ec39837b3
İzci, E. & Özden, S. (2021). Ortaokul öğretmenlerinin yaşam boyu öğrenme eğilimleri ile eleştirel düşünme becerilerinin incelenmesi [Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking]. Journal of History School, 50, 465-492. http://dx.doi.org/10.29228/Joh.48186
Kalçık, C., & Ünal, F. (2017). Tarihi dizilerin öğrencilerin yaşam boyu öğrenme sürecinde öğrenmeyi öğrenme ve tarih bilgisine katkısı [The Contribution of historical tv series to learning how to learn and historical knowledge during the process of students’ lifelong learning]. Journal of Anatolian Cultural Research, 1(1), 1–19. https://ankad.org/index.php/ankad/article/view/2/3
Kamaraj, I. (2023). Öğrenme ortamından deneyim ortamına dönüşen müzeler [Museums transforming from learning environment to experience environment]. Journal of Research in Informal Environments, 8(1), 42-66. https://dergipark.org.tr/tr/download/article-file/2928235
Kavan, N., Çakmak, M., Karaduman, E., Çakır, S. (2024). Evaluation of the learning to learn processes of secondary students. RumeliDE Journal of Language and Literature Studies (40), 312-332. https://doi.org/10.29000/rumelide.1502872
Kocayiğit, A., & Aldan Karademir, Ç. (2020). Türkçe dersi öğretim programı “öğrenmeyi öğrenme” yetkinlik alanının öğretmen görüşlerine göre değerlendirilmesi [Evaluating the curriculum of turkish language lesson in terms of the competency area “learning to learn” according to teachers’ views] Journal of Social Sciences of Muş Alparslan University, 8(4), 1225-1236. https://doi.org/10.18506/anemon.640835
Letina, A. (2020). Development of students’ learning to learn competence in primary science. Education sciences, 10(11), 325. http://dx.doi.org/10.3390/educsci10110325
Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis (2nd ed.). Jossey-Bass.
Meydan, A. (2010). Öğrenmeyi öğrenme stratejilerinin öğrencilerin dördüncü sınıf “yaşadığımız yer” ünitesini öğrenmelerine ve kalıcılığa etkisi [The effect of “learning to learn strategy” on the student’s learning and permanency of 4th grade unit “the environment we live]. The Journal of Selcuk University Social Sciences Institute, 23/2010, 149–157. https://dergipark.org.tr/tr/download/article-file/1724434
Ministry of National Education [MoNE]. (2024). Sosyal bilgiler dersi öğretim programı (4, 5, 6 ve 7. sınıflar) [Social studies course curriculum (4th, 5th, 6th and 7th grades)]. https://tymm.meb.gov.tr/upload/program/2024programsos4567Onayli.pdf
Moreno, A., & Martín, E. (2014). The Spanish approach to learning to learn. In R. Deakin Crick, C. Stringher, & K. Ren (Eds.), Learning to learn: International perspectives from theory and practice (pp. 206–224). Taylor & Francis. https://doi.org/10.4324/9780203078044-10
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. (4th. ed). Sage.
Ponomariovienė, J., & Jakavonytė-Staškuvienė, D. (2024). Solutions for independent goal setting and implementation of primary school students fostering the competence of learning to learn. Education sciences, 14(4), 368. https://doi.org/10.3390/educsci14040368
Radovan, M. (2019). Cognitive and metacognitive aspects of key competency “learning to learn”. Pedagogika. https://doi.org/10.15823/p.2019.133.2.
Richards, K.A., Hemphill, M.A.& Wright, P. M. (2024). Qualitative research and evaluation in physical education and sport pedagogy. World Headquarters Jones & Bartlett Learning
Sagitova, R. (2014). Students’ self-education: learning to learn across the lifespan. Procedia-Social and Behavioral Sciences, 152, 272-277. https://doi.org/10.1016/j.sbspro.2014.09.194
Sevinç, Y. S. (2021). Öğretmenlerin öğrenme-öğretme stratejilerinin ve etkili öğretim stratejilerinin öğrencilerin inovatif düşünme becerilerini yordama gücü [The predictive power of teachers’ learning-teaching strategies and effective teaching strategies on students’ innovative thinking skills]. [Unpublished doctoral dissertation, Balıkesir University]. YÖK Tez Merkezi. https://Tez.yok.gov.tr
Stiglitz, J. E. (2005). Learning to learn, localized learning and technological progress. In P. Dasgupta & P. Stoneman (Eds.), Economic policy and technological performance (2nd ed., pp. 125–144). Cambridge University Press.
Verma, V. (2024). The Art of learning how to learn: a heutagogical approach to lifelong learning in higher education. University News: A Weekly Journal of Higher Education, 62(34), 33–39. https://www.researchgate.net/publication/384890408_The_Art_of_Learning_How_to_Learn_A_Heutagogical_Approach_to_Lifelong_Learning_in_Higher_Education
Vocational Qualifications Authority of Türkiye [VQAoT]. (2015). Türkiye yeterlilikler çerçevesi [Turkey's qualifications framework]. https://www.tyc.gov.tr/sayfa/yeterlilik-turleri-ic8d33c0b-9766-46db-8cf8-cf972c48a0c6.html
Waeytens, K., Lens, W., & Vandenberghe, R. (1997). Learning to learn: How do teachers differ? Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, United States. https://www.academia.edu/59979958/Learning_To_Learn_How_Do_Teachers_Differ
Yıldırım A., & Şimşek H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.
Yıldırım, M. C., & Dönmez, B. (2008). Yapılandırmacı öğrenme yaklaşımı uygulamalarının sınıf yönetimine etkileri üzerine bir çalışma [A study about the effects of constructivist learning approach practices on classroom management]. Elementary Education Online, 7(3), 664-679. https://dergipark.org.tr/tr/download/article-file/90927

Details

Primary Language

English

Subjects

Social Studies Education

Journal Section

Research Article

Authors

Güven Kemerkaya ^*
0000-0001-9837-3726
Türkiye

Tahsin Yıldırım
0000-0002-4130-4874
Türkiye

Ali Meydan
0000-0002-1278-096X
Türkiye

Publication Date

December 23, 2025

Submission Date

September 14, 2025

Acceptance Date

November 10, 2025

Published in Issue

Year 2025 Volume: 9 Number: 4

DOI

https://doi.org/10.34056/aujef.1783729

IZ

https://izlik.org/JA42DA46RS

Cite

RIS / Bibtex

APA

Kemerkaya, G., Yıldırım, T., & Meydan, A. (2025). Social studies teachers’ views on the use of learning to learn strategies. Anadolu University Journal of Education Faculty, 9(4), 322-335. https://doi.org/10.34056/aujef.1783729