The Effect of A Social Studies Course Supported by Stories on Critical and Empathetic Thinking Skills

Year 2022, Volume: 9 Issue: 4, 678 - 693, 20.12.2022

Burcu Gürkan Sakine Hakkoymaz

https://doi.org/10.33200/ijcer.1055234

Abstract

The aim of this study is to examine the effects of a social studies course supported by stories on the critical and empathetic thinking skills of 4th grade students. The study was conducted according to the intervention design, a method used in mixed method research. The 10-week study was carried out in two public schools in Gaziantep in the 2018-2019 academic year. The Critical Thinking Achievement Test developed by Eğmir and Ocak (2016) and the Empathy Scale for Children developed by Bryant and adapted to Turkish by Yılmaz-Yüksel (2004) were used to collect quantitative data. Semi-structured interview forms, semi-structured observation forms and a research diary were used to collect qualitative data The qualitative data was analyzed by content analysis and descriptive analysis. Quantitative data were analyzed by Shapiro-Wilks test, T-test for unrelated measurements, T-test for related measurements, and Wilcoxon Signed Rank Test. In addition, the effect size of the experimental intervention was calculated using eta squared (n 2) for parametric tests and Pearson's Correlation Coefficient (r) for non-parametric tests. The significance level was taken as .05 for statistical analysis. The results of the study show that using stories in the social studies course made a significant difference to the development of students' critical and empathetic thinking skills in the experimental group and that the experimental intervention has a high effect size. In addition, the students' opinions suggest that cognitive and affective features, language skills and content such as empathy, interpretation, deduction, fast and meaningful reading, analyzing, knowledge acquisition, inferring, effective responding and listening can be developed by enriching the social studies courses with stories.

Keywords

Empathetic thinking skill, Critical thinking skills, Mixed method research, Social studies education, Story

References

• Akbıyık, C., & Seferoğlu, S. S. (2006). Eleştirel düşünme eğilimleri ve akademik başarı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 90-99.
• Akin, N. (2016). Your story, your history: Social studies and history ınstruction in a Nicaraguan primary school (Unpublished master dissertation). Bridgewater State University, Bridgewater, Massachusetts
• Akyol, Y. (2011). 7th classes of primary school social studies journey in Turkish history unit associate with children literature on effect empathy with the skills of students (Unpublished master dissertation). Celal Bayar University, Manisa. Alkaaf, F. (2017). Perspectives of learners and teachers on implementing the storytelling strategy as a way to develop story writing skills among middle school students. Cogent Education, 4(1348315), 1-23. DOI: 10.1080 / 2331186X.2017.1348315
• Almerico, G. M. (2013). Linking children's literature with social studies in the elementary curriculum. Journal of Instructional Pedagogies, 11, 1-13.
• Bacak, S. (2008). The effects of the storyline method of the achievement and creativity on the students in primary school?s 5. class in social studies lesson (Unpublished master dissertation). Celal Bayar University Manisa.
• Barr, H. (1997). Defining social studies. Teachers and Curriculum, 1, 6-13.
• Barr, R., Barth, J. L., & Shermis, S. S. (2013). Sosyal bilgilerin doğası [The nature of the social studies] C. Dönmez (Trans. Ed.). Ankara: Pegem Publishing.
• Beldağ, A., & Aktaş, E. (2016). Using literary texts to teach social studies: A qualitative study. Erzincan University Journal of Education Faculty, 18(2), 953-981. DOI:10.17556/jef.72887
• Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation] (24th ed.). Ankara: Pegem Publishing.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (18th ed.). Ankara: Pegem Publishing.
• Calp, Ş., & Calp, M. (2019). Küçük Kara Balık ve Küçük Prens kitaplarının sosyal bilgiler öğretim programı’ndaki temel beceriler, değerler ve 4. sınıf kazanımları açısından incelenmesi. SETSCI Conference Proceedings, 4(4), 61-69.
• Combs, M., & Beach, J. D. (1994). Stories and storytelling: Personalizing the social studies. The Reading Teacher, 47(6), 464-471.
• Common, D. L. (2012). Stories, teaching, and the social studies curriculum. Theory & Research in Social Education, 15(1), 33- 44. DOI:10.1080/00933104.1987.10505534
• Coşkun Keskin, S. (2016). Empatik düşünme becerisi [Empathetic thinking skill]. In D. Dilek (Ed.), Sosyal bilgiler eğitimi [Social studies education] (pp. 445-468). Ankara: Pegem Publishing.
• Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş [A Concise Introduction to Mixed Methods Research] (M. Sözbilir, Trans. Ed.). Ankara: Pegem Publishing.
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3),124-130. DOI:10.1207/s15430421tip3903_2
• Cronbach L. J. (1990). Essentials of psychological testing (5th ed.). New York: Harper Collins Publishers.
• De Young, R., & Monroe, M. (1994). Some fundamentals of engaging stories. Environmental Education Research, 2(2), 171-187.
• Demir, S. B., & Akengin, H. (2014). Hikayelerle sosyal bilgiler öğretimi [Teaching social studies with the stories] (3rd ed.). Ankara: Pegem Publishing.
• Demircioğlu, İ. H. (2008). Using historical stories to teach tolerance: The experiences of turkish eighth-grade students. The Social Studies, 99(3), 105-110. DOI: 10.3200/TSSS.99.3.105-110
• Doğanay, A. (2003). Sosyal bilgiler öğretimi [Teaching social studies]. In C. Öztürk & D. Dilek (Eds.), Hayat bilgisi ve sosyal bilgiler öğretimi [Teaching life studies and social studies] (pp. 15-46). Ankara: Pegem Publishing.
• Dolapçıoğlu, S. (2019). Teacher support for a classroom setting that promotes thinking skills: an analysis on the level of academic achievement of middle school students. Cukurova University Faculty of Education Journal, 48(2), 1429-1454. DOI: 10.14812/cufej.557616
• Dutt-Doner, K. M., Allen, S., & Campanaro, K. (2016). Understanding the impact of using oral histories in the classroom. The Social Studies, 107(6), 257-265. DOI: 10.1080/00377996.2016.1221792
• Edgington, W. D. (1998) The use of children's literature in middle school social studies: What research does and does not show. The Clearing House, 72(2), 121-125. DOI: 10.1080/00098659809599609
• Eğmir, E., & Ocak, G. (2016). Developing an achievement test towards evaluating critical thinking skill. Turkish Studies, 11(19), 337-360. DOI:10.7827/TurkishStudies.9961
• Engle, S. H., & Ochoa, A. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teacher College Press.
• Ennis, R. H. (1991). Goals for a critical thinking curriculum. A. Costa (Ed.), Developing minds, Alexandria: Virginia. ASCD.
• Ersoy, A., & Papatğa, E. (2015). The improvement of the conscious consumerism awareness of elementary stundents via stories. Journal of Educational Policy Analysis,4(1), 61-78.
• Eryılmaz, Ö., & Çengelci Köse, T. (2018). Literary works and values education in the social studies: The Little Prince. Western Anatolia Journal of Educational Sciences, 9(1), 65-79.
• Field, A. P. (2009). Discovering statistics using SPSS: (and sex and drugs and rock 'n' roll). Thousand Oaks, California: SAGE Publications.
• Fisher, R. (1995). Teaching children to think. United Kingdom: Stanley Thornes. Garcia, J., & Michaelis, J. U. (2001). Social studies for children: A Guide to basic instruction. Needham Hights, MA: Allyn & Bacon.
• Gilding, S. L. (1997). The effects of narrative literatüre on off-task behaviors during kindergarten social studies instruction. Retrieved from ERIC database. (ED415523)
• Goodsir, K., & Rowell, P. (2010). Learning stories–narratives of the complex ways that children learn. Putting Children First, 35, 12-13.
• Goodwin, S. C., & Jenkins, A. P. (1997). Teaching through stories, Journal of School Health, 67(6), 242-244.
• Güney, S. Y. (2003). A case study on the storyline method in primary 5th grade (Unpublished master dissertation). Hacettepe University, Ankara.
• Güngör Akıncı, B. A., & Gönül, A. N. (2016). The effect of story and image supported teaching in primary school 4th grade social studies on students’ attitude. Karaelmas Journal of Educational Sciences, 4(2016), 71-91.
• Gürbüz, S., & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri: Felsefe- yöntem- analiz [The research methods in social sciences: Philosophy- method- analysis] (5th ed.). Ankara: Seçkin Publishing.
• Harris, R. B. (2007) Blending narratives: A storytelling strategy for social studies. The Social Studies, 98(3), 111-116. DOI: 10.3200/TSSS.98.3.111-116
• Heinly, R. E., & Hilton. K. (1982). Using historical fiction to enrich social studies courses. The Social Studies, 73(I), 21-24. DOI: 10.1080/00377996.1982.9956133
• Hensel, W. A, & Rasco, T. L. (1992). Storytelling as a method for teaching values and attitudes. Academic Medicine, 67(8), 500 – 504.
• Hwang, H. S. (2004). Storytelling for social studies in the primary classroom. Teaching and Learning, 25(2), 139-148.
• İbret, B. Ü., Avcı, E. K., Karabıyık, Ş., Güleş, M., & Demirci, M. (2017). The use of literatüre products in teaching the values by social studies teachers. International Journal of Turkish Education Sciences, 2017(9), 104-124.
• Jewett, S. (2007). The stories of people's lives: Thematic investigations and the development of a critical social studies. The Social Studies, 98(4), 165-171. DOI: 10.3200/TSSS.98.4.165-173
• Johnson, A. P. (2005). A short guide to action research. Boston: Allyn-Bacon
• Jones, E. B., Pang, V. O., & Rodriguez, J. L. (2001). Social studies in the elementary classroom: Culture matters. Theory Into Practice, 40(1), 35-41.
• Jordan, J. (1992). Effects of a literatüre- based approach to history on sixth graders’ achievement and attitudes. Retrieved from ERIC database. (ED351251)
• Kabapınar, Y. (2003). Bir öğretim yöntemi olarak sosyal empati [The social empathy as a teaching method]. In C. Öztürk & D. Dilek (Eds.), Hayat bilgisi ve sosyal bilgiler öğretimi [Teaching life studies and social studies] (pp. 136-226). Ankara: Pegem Publishing.
• Karagözoğlu, N. (2018). The use of the life stories of female heroes to be gained the value of patriotism in social studies courses. International Journal of Field Education, 4(2), 97-110. DOI: 10.32570/ijofe.477068
• Kaymakçı, S. (2013). The usage situation of oral and written literary works in social studies textbooks. Dicle University Journal of Ziya Gökalp Faculty of Education, 20(2013), 230-255.
• Levstik, L. S., & Pappas, C. (1992). New directions for studying historical understanding. Theory and Research in Social Education, 20(4), 369-385. DOI:10.1080/00933104.1992.10505679
• Martorella, P. H. (1998). Social studies for elementary school children: Developing young citizens (2nd ed.). Upper Saddle River: Printice-Hall,Inc.
• Mathis, J. B. (2001). Respond to stories with stories: Teachers discuss multicultural children's literature. The Social Studies, 92(4), 155-160. DOI:10.1080/00377990109603995
• Mcgowan, T., & Guzzetti, B. (1991). Promoting social studies understanding through literature-based instruction. The Social Studies, 82(1), 16-22.
• McKenzie, J. F., Wood, M. L., Kotecki, J. E., Clark, J. K., & Brey, R. A. (1999). Establishing content validity: Using qualitative and quantitative steps. American Journal of Health Behavior, 23(4), 311-318.
• Millî Eğitim Bakanlığı (2017). Sosyal bilgiler dersi öğretim programı (İlkokul ve ortaokul 4, 5, 6 ve 7. Sınıflar) [Social studies curriculum (Primary and secondary school 4, 5, 6, and 7th grades)]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
• Miles, B. M., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks CA: SAGE Publication.
• NCSS, (2016). A vision of powerful teaching and learning in the social studies. Social Education, 80(3), 180–182.
• Öztürk, C., Coşkun Keskin, S., & Otluoğlu, R. (2014). Sosyal bilgiler öğretiminde edebi ürünler ve yazılı materyaller [Literary works and written materials in social studies teaching] (6th ed.). Ankara: Pegem Publishing.
• Paul, R. W. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundations for Critical Thinking.
• Picken, A. J. (2000). Using learning stories in secondary social studies: Gathering, analysing and using evidence to support learners’ conceptual understandings (Unpublished master dissertation). Victoria University of Wellington, New Zealand.
• Plana Clark, V. L., & Ivankova, N. V. (2018). Neden karma yöntemler araştırma alanına yönelik bir kılavuz? [Why a guide to the field of mixed methods research?] In Ö. Çokluk Bökeoğlu, (Ed.), Karma yöntem araştırmaları: Alana yönelik bir kılavuz [Mixed methods R-research: A Guide to the field] (pp. 3-28) (F. Taşdemir, Trans.). Ankara: Nobel Academic Publishing.
• Riecken, T. J., & Miller, M. R. (1990). Introduce children to problem solving and decision making by using children’s literature. The Sociul Studies, 81(2), 59-64. DOI: 10.1080/00377996.1990.9957495
• Sanchez, T. (2005). The story of the Boston Massacre: A storytelling opportunity for character education. The Social Studies, 96(6), 265-269. DOI: 10.3200/TSSS.96.6.265-270
• Savage, M. K., & Savage, T. V. (1993). Children’s literature in middle school social studies. The Social Studies, 84 (I), 32-36.
• Seçgin, F., & Doğan, M. (2019). The effectiveness of story-based teaching method in teaching of “ancient civilizations” in 5th grade social studies course. Turkish History Education Journal, 8(1), 290-316. DOI: 10.17497/tuhed.544746
• Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics, 8(1),189-197. DOI: 10.17509/ijal.v8i1.11480
• Sever, S. (2008). Çocuk ve edebiyat [Children and literature]. İzmir: Tudem Publishing.
• Shuyi, C. (2017). Storytelling in the social studies classroom. HSSE Online 6(2), 79-87.
• Stein, N. L. (1982). The definition of a story. Journal of Pragmatics, 6(5-6), 487-507. DOI: 10.1016/0378-2166(82)90022-4
• Stephan, W. G., & Finlay, K. (1999). The role of empathy in improving intergroup relations. Journal of Social Issues, 55(4), 729-743. DOI: 10.1111 / 0022-4537.00144
• Styer, S. (1984). Women’s biographies for the social studies. Social Education, 48(7), 554-56.
• Şekerci, H., Doğan, C. M., & Kabapınar, Y. (2018). An investigation of the effectiveness of the storyline approach based activities in the primary school social studies lesson. Dicle University Journal of Ziya Gökalp Faculty of Education, 33,57-69. DOI:10.14582/DUZGEF.1881
• Teddlie, C., & Tashakkori, A. (2015). Verilerin toplanmasından önce dikkat edilecek hususlar? [Considerations before collecting your data] In Y. Dede & S. B. Demir (Eds.), Karma yöntem araştırmalarının temelleri [Foundations of mixed methods research] (pp. 237-258) (E. Bukova Güzel & S. Kula, Trans.). Ankara: Publishing.
• Tekgöz, M. (2005). The effect of literature based social studies instruction on akademic achievement and retention of seventh grade students (Unpublished master dissertation). Çukurova University, Adana.
• Tindall, L. C. (1996). A comparison of teaching social studies using a traditional textbook approach versus using a literature based approach (Unpublished master dissertation). Mercer University, Atlanta, Georgia.
• Ünlü, İ., & Ay, A. (2016). Hikayelerle sosyal bilgiler öğretimi [Teaching social studies with stories] In R. Sever, M. Aydın & E. Koçoğlu (Eds.), Alternatif yaklaşımlarla sosyal bilgiler eğitimi [Social studies education with alternative approaches] (pp. 187-210). Ankara: Pegem Publishing.
• Wolk, S. (2003). Teaching for critical literacy in social studies, The Social Studies, 94(3), 101-106. DOI: 10.1080/00377990309600190
• Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences] (11st ed.). Ankara: Seçkin Publishing.
• Yüksel, A. (2004). The effects of the empathy training programme upon the emphatic ability levels of primary school students. Journal of Uludağ University Faculty ofEducation, 17(2), 341-354.