Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi

Year 2023, Volume: 25 Issue: 4, 665 - 682, 25.12.2023

Hüseyin Bayram

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.

Keywords

Sosyal bilgiler dersi, dönüşümsel öğrenme kuramı, çatışma çözme becerisi, etki

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

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.

Keywords

Social studies course, transformative learning theory, conflict resolution skill, impact

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