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Ailelere Göre Sosyal Bilgiler Dersinde Ne Öğretilmeli?

Year 2023, Issue: 58, 2560 - 2576, 27.12.2023
https://doi.org/10.53444/deubefd.1288062

Abstract

Bu nitel araştırmada; ortaokul öğrencilerinin ebeveynlerinin sosyal bilgiler dersinde hangi konuların öğretilmesini istedikleri ve hangi konuları önemli buldukları belirlenmiştir. Sosyal Bilgiler Öğretim Programı’na ilişkin birçok çalışmanın yapıldığı fakat ebeveynlerin sosyal bilgiler dersinde öğretilmesini istedikleri konularla ilgili böyle bir nitel çalışmanın yapılmadığı tespit edilmiştir. Araştırmada nitel araştırma yönteminden yararlanılmış ve katılımcıların belirlenmesinde amaçlı örneklem türlerinden kritik durum örneklemesi kullanılmıştır. Bu nedenle araştırma; alt, orta ve üst düzey ekonomik düzeydeki ortaokulların 5., 6. ve 7. sınıfta öğrenimine devam eden 14 öğrencinin ebeveynleri ile gerçekleştirilmiştir. Veri toplamak için yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmelerden elde edilen veriler tema, kategoriler ve kodlar şeklinde verilmiştir. Ayrıca ebeveynlerin görüşlerini ayrıntılı bir biçimde göstermek için doğrudan alıntılara da yer verilmiştir. Görüşme sonuçlarına göre; ebeveynlerin sosyal bilgiler dersinde öğretilmesini istedikleri konular sosyal bilgiler öğretim programında yer alan öğrenme alanlarına göre düzenlenmiştir. Ebeveynlerin en yüksek Birey ve Toplum”, “Etkin Vatandaşlık” ve “en düşük ise “Küresel Bağlantılar” öğrenme alanlarındaki kazanımlara ilişkin görüş bildirdikleri tespit edilmektedir. Bununla birlikte “Kültür ve Miras” ve “İnsanlar Yerler ve Çevreler” öğrenme alanlarıyla ilgili olarak görüş bildirmedikleri görülmektedir. Ebeveynlerin Sosyal Bilgiler Dersi Öğretim Programında yer alan öğrenme alanları ve bu alanlara ilişkin kazanımlara ilişkin detaylı bilgilendirilmeye ihtiyaçları olduğu tespit edilmiştir.

References

  • Akdağ, H., Oğuz, R., Subaşı, Y., & Tatar, O. (2014). Assessment of secondary school social studies textbooks based on teachers’ views in the context of current events. International Journal of Turkish Educational Sciences, 2, 49-65. https://doi.org/10.46778/goputeb.570245
  • Akhan, N. E. (2010). The state and development of economic literacy among social studies students in primary schools [Unpublished doctoral dissertation]. Gazi University.
  • Aksoy, N. (2021). Media literacy perception levels and opinions of social studies teacher candidates: The case of Celal Bayar University, Manisa [Unpublished master's thesis]. Celal Bayar University.
  • Altıntaş, U.S. (2005). The levels of primary school 7th grade students’ attitudes towards social studies classes. Celal Bayar University Journal of Social Sciences, 3(2), 1-12.
  • Altun, A. (2010). Associating the media literacy into social studies curricula and its education [Unpublished doctoral dissertation]. Gazi University.
  • Aydin, H., & Kaya, Y. (2019). Education for Syrian refugees: The new global issue facing teachers and principals in Turkey. Educational Studies, 55(1), 46-71.
  • Barr, R., Barth, J.L. & Shermish, S.S. (1978). The nature of social studies. CA, ETC Publications. Beldağ, A., Özdemir & Ü. Nalçacı, A. (2017). Parents’ views on the acquisition of values in the social studies curriculum. Kırıkkale University Journal of Social Sciences. 7(2), 317-318.
  • Bennett, J. M. (1999). Students learning science though collabrative discussions on current events in science. ERIC veri tabanından 10.02.2023 tarihinde edinilmiştir. (ED443707).
  • Can, B. (2019). 2005-2018 Analysis of social studies curricula [Unpublished master's thesis]. Balıkesir University. Demir, S. B., & Ozgul, V. (2019). Syrian refugees’ minors in Turkey. Why and how are they discriminated against and ostracized? Child Indicators Research, 12, 1989–2011. https://doi.org/10.1007/s12187-019-9622-3
  • Doğan, A. & Baloğlu Uğurlu, N. (2017). A comparison of the occupational attitudes of social studies teachers and teacher candidates towards their study fields. Atatürk University Journal of Kazım Karabekir Education Faculty, 35, 156-174. https://doi.org/10.33418/ataunikkefd.809412.
  • Eryılmaz, Ö., Bursa, S., & Ersoy, A., F. (2018) Perception of social studies teachers and students on active citizenship and non-governmental organizations. International Online Journal of Educational Sciences, 10(2), 258-276 Gedik Demirkaya, H. & Altun, A. (2011). Current events and media literacy in social studies. Social studies teaching with special teaching approaches (pp. 511-555). Pegem Academy.
  • Guo, F., Yao, M., Wang, C., Yan, W. & Zong, X. (2016). The effects of service learning on student problem solving: The mediating role of classroom engagement. Teaching of Psychology, 43(1), 16-21. Haas, M.E. & Laughlin, M.A. (2000). Teaching current events: its status in social studies today. ERIC veri tabanından 11.01.2023 tarihinde edinilmiştir. (ED440899).
  • Harwood, A. M. (1992, April 16-20). The effects of close up participation on high school students’ political attitudes [Paper presentation]. Annual Meeting of the American Educational Research Association. Boston, MA.
  • Istanbul Bilgi University Child Studies Unit. (2015). Syrian refugees in Turkey state status of school children, policy and practice recommendations. Istanbul: Istanbul Bilgi University Child Studies Unit (ÇOÇA)
  • Kalaycı, N. & Baysal, S. B. (2019). Comparative analysis of social studies curriculum (2005-2017-2018). Afyon Kocatepe University Journal of Social Sciences, 22(1), 106-129.
  • Keçe, M. (2013). History topics in the social studies curriculum: A qualitative study based on teachers’ viewpoints. Turkish Journal of Educational Sciences. 11(1), 343-361. https://doi.org/10.17497/tuhed.82204.
  • Lailiyah1, N. Yuliyanto & M., Pradhana, G. A. (2018). Youth, political literacy, and social media. Web of Conferences 73, 1-4.
  • Malinowski, S. S. (2012). Including current events and current issues in the social studies classroom: Is it worth it [Unpublished master's thesis]. Ohio University.
  • MEB (2018). Social sciences program. http://ttkb.meb.gov.tr/program2.aspx
  • Ministry of Education, (2018). Social sciences curriculum. mufredat.meb.gov.tr
  • Özbaş, B. (2012). İlköğretim sosyal bilgiler derslerinde kültürel miras eğitimi. M. Safran (ed.) Sosyal bilgiler öğretimi. Pegem Akademi.
  • Öztürk, C. & Baysal, N. (1999). Attitudes of primary school students towards social studies classes in fourth and fifth grades. Pamukkale University Journal of Education. 6(6), 11-20. https://doi.org/10.17240/aibuefd.2018..-404966.
  • Öztürk, C., & Ünal, S. (1999). Attitudes of classroom teachers towards social studies classes. Pamukkale University Journal of Education, 6, 1-19.
  • Öztürk, C. (2012). Social studies: An interdisciplinary sight to social life. C. Öztürk, (Ed.), in Social Studies Curriculum. (ss. 1–31). Pegem Academy.
  • Öztürk, C. & Kafadar, T. (2020). Evaluation of the 2018 social studies curriculum. Trakya Journal of Education, 10(1), 112-126.
  • Özkal, N., Güngör, A., & Çetingöz, D. (2004). Teachers’ views on the social studies classes and the students’ attitudes towards this course. Educational Management in Theory and Practice, 40, 600-615.
  • Tarhan, Ö. & Gedik, R. (2016, April, 28-30). The attributions of social studies teachers to the character of a good citizen [Paper presentation]. International Social Sciences Symposium V Proceedings, 576-584. Tarhan, Ö. (2019). Political literacy levels of secondary school students and their views on core political science [Unpublished doctoral dissertation]. Pamukkale University.
  • Tay, B., & Tay, B. (2006). The effect of attitude on success in social studies classes. Turkish Journal of Educational Sciences, 4(1), 73-84.
  • Tay, B. (2010). The past, now and then of the social studies teaching. R. Turan & K. Ulusoy (Ed.) in Fundamentals of social studies. Maya Academy.
  • Topçu, E. (2017). Social studies classes by the depiction of teachers. Journal of Education and e-Learning Research, 4(4), 139-153.
  • Türe, H., Deveci, H. (2021). Using activities based on family participation in social studies classes: an action research. Education and Science, 46(205), 409-452 http://dx.doi.org/10.15390/EB.2020.9719
  • Sylvester-Fournier, N. (2014). A/political education: A survey of quebec students’ perceptions of their citizenship education. Canadian Journal of Education, 37, 1-23.
  • Utkugün, C. (2020). Social studies classes and teachers according to social studies teacher candidates. Turkish Studies-Education, 15(6), 4589-4610. https://dx.doi.org/10.47423/TurkishStudies.46534
  • Uyar, E. (2020). Opinions of social studies teachers on distance education during the Covid-19 Pandemic. Cappadocia Journal of Education, 1(2), 15-32.
  • Yıldırım, G. & Oztürk, C. (2017). An investigation of the views of the field experts and teachers related to economic literacy and its education. Erciyes Journal of Education, 1(2), 1-22.

What Should Be Taught in Social Studies Classes Depending on Families?

Year 2023, Issue: 58, 2560 - 2576, 27.12.2023
https://doi.org/10.53444/deubefd.1288062

Abstract

In this qualitative research; It was determined that which subjects the parents of secondary school students wanted to be taught in the social studies course and which subjects they found important. It has been determined that many studies have been conducted on the Social Studies Curriculum, but no such qualitative study has been conducted on the subjects that parents want to be taught in the social studies course. Qualitative research method was used in the research and critical case sampling, which is one of the purposeful sampling types, was used to determine the participants. A semi-structured interview form was used to collect data. The data obtained from the interviews were given in the form of themes, categories and codes. In addition, direct quotations are included to show the views of the parents in detail. According to the results of the meeting; The subjects that parents want to be taught in the social studies course are arranged according to the learning areas in the social studies curriculum. It is determined that the parents expressed their opinions on the achievements in the learning areas of "Active Citizenship" and "Individual and Society" the highest and "Global Connections" the lowest. However, it is seen that they do not express their opinions about the learning areas of "Culture and Heritage" and "People, Places and Environments". It has been determined that parents need detailed information about the learning areas in the Social Studies Curriculum and the acquisitions related to these areas.

References

  • Akdağ, H., Oğuz, R., Subaşı, Y., & Tatar, O. (2014). Assessment of secondary school social studies textbooks based on teachers’ views in the context of current events. International Journal of Turkish Educational Sciences, 2, 49-65. https://doi.org/10.46778/goputeb.570245
  • Akhan, N. E. (2010). The state and development of economic literacy among social studies students in primary schools [Unpublished doctoral dissertation]. Gazi University.
  • Aksoy, N. (2021). Media literacy perception levels and opinions of social studies teacher candidates: The case of Celal Bayar University, Manisa [Unpublished master's thesis]. Celal Bayar University.
  • Altıntaş, U.S. (2005). The levels of primary school 7th grade students’ attitudes towards social studies classes. Celal Bayar University Journal of Social Sciences, 3(2), 1-12.
  • Altun, A. (2010). Associating the media literacy into social studies curricula and its education [Unpublished doctoral dissertation]. Gazi University.
  • Aydin, H., & Kaya, Y. (2019). Education for Syrian refugees: The new global issue facing teachers and principals in Turkey. Educational Studies, 55(1), 46-71.
  • Barr, R., Barth, J.L. & Shermish, S.S. (1978). The nature of social studies. CA, ETC Publications. Beldağ, A., Özdemir & Ü. Nalçacı, A. (2017). Parents’ views on the acquisition of values in the social studies curriculum. Kırıkkale University Journal of Social Sciences. 7(2), 317-318.
  • Bennett, J. M. (1999). Students learning science though collabrative discussions on current events in science. ERIC veri tabanından 10.02.2023 tarihinde edinilmiştir. (ED443707).
  • Can, B. (2019). 2005-2018 Analysis of social studies curricula [Unpublished master's thesis]. Balıkesir University. Demir, S. B., & Ozgul, V. (2019). Syrian refugees’ minors in Turkey. Why and how are they discriminated against and ostracized? Child Indicators Research, 12, 1989–2011. https://doi.org/10.1007/s12187-019-9622-3
  • Doğan, A. & Baloğlu Uğurlu, N. (2017). A comparison of the occupational attitudes of social studies teachers and teacher candidates towards their study fields. Atatürk University Journal of Kazım Karabekir Education Faculty, 35, 156-174. https://doi.org/10.33418/ataunikkefd.809412.
  • Eryılmaz, Ö., Bursa, S., & Ersoy, A., F. (2018) Perception of social studies teachers and students on active citizenship and non-governmental organizations. International Online Journal of Educational Sciences, 10(2), 258-276 Gedik Demirkaya, H. & Altun, A. (2011). Current events and media literacy in social studies. Social studies teaching with special teaching approaches (pp. 511-555). Pegem Academy.
  • Guo, F., Yao, M., Wang, C., Yan, W. & Zong, X. (2016). The effects of service learning on student problem solving: The mediating role of classroom engagement. Teaching of Psychology, 43(1), 16-21. Haas, M.E. & Laughlin, M.A. (2000). Teaching current events: its status in social studies today. ERIC veri tabanından 11.01.2023 tarihinde edinilmiştir. (ED440899).
  • Harwood, A. M. (1992, April 16-20). The effects of close up participation on high school students’ political attitudes [Paper presentation]. Annual Meeting of the American Educational Research Association. Boston, MA.
  • Istanbul Bilgi University Child Studies Unit. (2015). Syrian refugees in Turkey state status of school children, policy and practice recommendations. Istanbul: Istanbul Bilgi University Child Studies Unit (ÇOÇA)
  • Kalaycı, N. & Baysal, S. B. (2019). Comparative analysis of social studies curriculum (2005-2017-2018). Afyon Kocatepe University Journal of Social Sciences, 22(1), 106-129.
  • Keçe, M. (2013). History topics in the social studies curriculum: A qualitative study based on teachers’ viewpoints. Turkish Journal of Educational Sciences. 11(1), 343-361. https://doi.org/10.17497/tuhed.82204.
  • Lailiyah1, N. Yuliyanto & M., Pradhana, G. A. (2018). Youth, political literacy, and social media. Web of Conferences 73, 1-4.
  • Malinowski, S. S. (2012). Including current events and current issues in the social studies classroom: Is it worth it [Unpublished master's thesis]. Ohio University.
  • MEB (2018). Social sciences program. http://ttkb.meb.gov.tr/program2.aspx
  • Ministry of Education, (2018). Social sciences curriculum. mufredat.meb.gov.tr
  • Özbaş, B. (2012). İlköğretim sosyal bilgiler derslerinde kültürel miras eğitimi. M. Safran (ed.) Sosyal bilgiler öğretimi. Pegem Akademi.
  • Öztürk, C. & Baysal, N. (1999). Attitudes of primary school students towards social studies classes in fourth and fifth grades. Pamukkale University Journal of Education. 6(6), 11-20. https://doi.org/10.17240/aibuefd.2018..-404966.
  • Öztürk, C., & Ünal, S. (1999). Attitudes of classroom teachers towards social studies classes. Pamukkale University Journal of Education, 6, 1-19.
  • Öztürk, C. (2012). Social studies: An interdisciplinary sight to social life. C. Öztürk, (Ed.), in Social Studies Curriculum. (ss. 1–31). Pegem Academy.
  • Öztürk, C. & Kafadar, T. (2020). Evaluation of the 2018 social studies curriculum. Trakya Journal of Education, 10(1), 112-126.
  • Özkal, N., Güngör, A., & Çetingöz, D. (2004). Teachers’ views on the social studies classes and the students’ attitudes towards this course. Educational Management in Theory and Practice, 40, 600-615.
  • Tarhan, Ö. & Gedik, R. (2016, April, 28-30). The attributions of social studies teachers to the character of a good citizen [Paper presentation]. International Social Sciences Symposium V Proceedings, 576-584. Tarhan, Ö. (2019). Political literacy levels of secondary school students and their views on core political science [Unpublished doctoral dissertation]. Pamukkale University.
  • Tay, B., & Tay, B. (2006). The effect of attitude on success in social studies classes. Turkish Journal of Educational Sciences, 4(1), 73-84.
  • Tay, B. (2010). The past, now and then of the social studies teaching. R. Turan & K. Ulusoy (Ed.) in Fundamentals of social studies. Maya Academy.
  • Topçu, E. (2017). Social studies classes by the depiction of teachers. Journal of Education and e-Learning Research, 4(4), 139-153.
  • Türe, H., Deveci, H. (2021). Using activities based on family participation in social studies classes: an action research. Education and Science, 46(205), 409-452 http://dx.doi.org/10.15390/EB.2020.9719
  • Sylvester-Fournier, N. (2014). A/political education: A survey of quebec students’ perceptions of their citizenship education. Canadian Journal of Education, 37, 1-23.
  • Utkugün, C. (2020). Social studies classes and teachers according to social studies teacher candidates. Turkish Studies-Education, 15(6), 4589-4610. https://dx.doi.org/10.47423/TurkishStudies.46534
  • Uyar, E. (2020). Opinions of social studies teachers on distance education during the Covid-19 Pandemic. Cappadocia Journal of Education, 1(2), 15-32.
  • Yıldırım, G. & Oztürk, C. (2017). An investigation of the views of the field experts and teachers related to economic literacy and its education. Erciyes Journal of Education, 1(2), 1-22.
There are 35 citations in total.

Details

Primary Language English
Subjects Social Studies Education
Journal Section Articles
Authors

Özge Tarhan 0000-0003-0783-6962

Publication Date December 27, 2023
Published in Issue Year 2023 Issue: 58

Cite

APA Tarhan, Ö. (2023). What Should Be Taught in Social Studies Classes Depending on Families?. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(58), 2560-2576. https://doi.org/10.53444/deubefd.1288062