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Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

Year 2023, , 665 - 682, 25.12.2023
https://doi.org/10.17556/erziefd.1330054

Abstract

Bu araştırmada, sosyal bilgiler dersinde dönüşümsel öğrenme kuramının öğrencilerin çatışma çözme becerisine etkisinin incelenmesi amaçlanmıştır. Araştırma, karma araştırma yöntemlerinden gömülü desen ile yürütülmüştür. Araştırmanın katılımcı grubu çok aşamalı karma örnekleme yöntemi ile oluşturulmuştur. Katılımcı grupta bir sosyal bilgiler öğretmeni ve 51 tane 5. sınıf öğrencisi yer almıştır. Verilerin toplanmasında Çatışma Çözme Becerisi Ölçeği, iki adet yarı yapılandırılmış görüşme formu ve yapılandırılmamış gözlem kullanılmıştır. İstatistiksel verilerin analizinde bağımsız örneklemler için t-testi ve kovaryans analizi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırma sonunda sosyal bilgiler dersinde uygulanan dönüşümsel öğrenme kuramının öğrencilerin çatışma çözme becerilerinin gelişmesine katkı sağladığı belirlenmiştir. Öte taraftan dönüşümsel öğrenme kuramı ile yürütülen sosyal bilgiler derslerinin katılımcılar tarafından öğrencilerin zihinlerini karıştıran, onları şaşırtan, şüpheye düşüren, sorgulamaya ve çok boyutlu düşünmeye yönelten süreçler olarak görüldüğü tespit edilmiştir. Araştırmada ayrıca katılımcıların söz konusu derslerin öğrencileri araştırma yapmaya, analiz ve sentez yapmaya, kontrollü davranmaya yönelttiği ve öğrencilere çeşitli bilgi ve değerler kazandırdığı yönünde bakış açısına sahip oldukları da saptanmıştır. Araştırmada elde edilen sonuçlar kapsamında eğitim planlamacılarına ve araştırmacılara yönelik öneriler geliştirilmiştir.

References

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The Impact of Transformative Learning Theory on Students' Conflict Resolution Skill in Social Studies Course

Year 2023, , 665 - 682, 25.12.2023
https://doi.org/10.17556/erziefd.1330054

Abstract

In this study, it was aimed to examine the impact of transformative learning theory on students' conflict resolution skill in social studies course. Embedded design, one of the mixed research methods, was used in the study. The participant group was formed by multi-stage mixed sampling method. The participant group included a social studies teacher and 51 students in the 5th grade. Conflict resolution skill scale, two semi-structured interview forms and unstructured observation were used to collect the data. Independent sample t-test and covariance analysis were used to analyse the statistical data, while content analysis was used to analyse the qualitative data. At the end of the study, it was found that transformative learning theory increased students' conflict resolution skills. The results also revealed that social studies courses conducted with transformative learning theory were seen by the participants as processes that confuse students' minds, surprise them, make them doubt, lead them to questioning and multidimensional thinking. It was also found that the participants thought that the courses provided students with various knowledge and values, encouraged them to research, analyse and synthesize, and act in a controlled manner. Depending on the results obtained, recommendations for education planners and researchers were developed.

References

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  • Aguirre, G., Hyman, M. R., Goudge, D., Genchev, S., Carrell, A., & Hamilton, C. (2017). Teaching ethics to marketing and logistics majors: A transformative learning experiment. Journal of Education for Business, 92(3), 121-128. https://doi.org/10.1080/08832323.2017.1294138
  • Avsec, S., & Ferk Savec, V. (2021). Pre-service teachers’ perceptions of, and experiences with, technology-enhanced transformative learning towards education for sustainable development. Sustainability, 13(18), 10443. https://doi.org/10.3390/su131810443
  • Bang, A. H. (2016). The restorative and transformative power of the arts in conflict resolution. Journal of Transformative Education, 14(4), 355–376. https://doi.org/10.1177/1541344616655886
  • Bayram, H. (2021). Transformatif (Transformative) öğrenme [Transformative learning]. In Suat polat & Bülent Aksoy (Eds.). Kuramdan uygulamaya sosyal bilgiler öğretiminde çağdaş öğrenme ve öğretme yaklaşımları [Contemporary learning and teaching approaches in social studies teaching from theory to practice] (pp.75-92). Ankara: Pegem Academy Publication.
  • Bergeå, O., Karlsson, R., Hedlund-Åström, A., Jacobsson, P., & Luttropp, C. (2006). Education for sustainability as a transformative learning process: A pedagogical experiment in ecodesign doctoral education. Journal of Cleaner Production, 14(15-16), 1431-1442. https://doi.org/10.1016/j.jclepro.2005.11.020
  • Berger, J. G. (2004). Dancing on the threshold of meaning: Recognizing and understanding the growing edge. Journal of Transformative Education, 2, 336-351. https://doi.org/10.1177/1541344604267697
  • Brown, K. M. (2005). Transformative adult learning strategies: Assessing the impact on pre-service administrators' beliefs. Educational Considerations, 32, 18-26. . https://doi.org/10.4148/0146-9282.1242
  • Bullen, J., & Roberts, L. (2019). Driving transformative learning within Australian indigenous studies. The Australian Journal of Indigenous Education, 48(1), 12-23. https://doi.org/10.1017/jie.2017.40
  • Bullen, J., & Roberts, L. (2019). ‘I wouldn’t have been culturally safe’: Health science students’ experiences of transformative learning within indigenous studies. Higher Education Research & Development, 38(4), 688-702. https://doi.org/10.1080/07294360.2019.1586843
  • Burton, J. W. (1990). Conflict resolution as a political system. Working paper 1 published in Center for Conflict Analysis and Resolution. Virginia: George Mason University.
  • Bush, S. B., Cook, K. L., Edelen, D., & Cox Jr, R. (2020). Elementary students’ STEAM perceptions: Extending frames of reference through transformative learning experiences. The Elementary School Journal, 120(4), 692-714. https://doi.org/10.1086/708642
  • Chetkow Yanoov, B. (1996). Conflict-resolution skills can be taught. Peabody Journal of Education, 71(3), 12-28. https://doi.org/10.1207/s15327930pje7103_1
  • Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9-30. https://doi.org/10.3316/ielapa.069076554869878
  • Clements, C. A. (2003). Transformative learning through professional development in conflict resolution training. (Master’s dissertation). Faculty of Educaiton, University of Prince Edward Island.
  • Collins, R., & Sanderson, S. K. (2015). Conflict sociology: A sociological classic updated. Routledge.
  • Cottafava, D., Cavaglià, G., & Corazza, L. (2019). Education of sustainable development goals through students’ active engagement: A transformative learning experience. Sustainability Accounting, Management and Policy Journal, 10(3), 521-544. https://doi.org/10.1108/SAMPJ-05-2018-0152
  • Cox, R. C. (2017). Assessing transformative learning: Toward a unified framework. (PhD dissertation). University of Tennessee.
  • Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New perspectives on designing and implementing. Professional Development of Teachers of Adults, 98, 31-37. https://doi.org/10.1002/ace.97
  • Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Thousand Oaks: Sage Publications.
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Details

Primary Language English
Subjects Social Studies Education
Journal Section In This Issue
Authors

Hüseyin Bayram 0000-0001-6065-8865

Early Pub Date December 6, 2023
Publication Date December 25, 2023
Acceptance Date November 21, 2023
Published in Issue Year 2023

Cite

APA Bayram, H. (2023). The Impact of Transformative Learning Theory on Students’ Conflict Resolution Skill in Social Studies Course. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(4), 665-682. https://doi.org/10.17556/erziefd.1330054