Sosyal Bilgiler Dersinde Tartışmalı Konuların Etkili Öğretimine Yönelik Bir Meta Sentez

Year 2023, Volume: 24 Issue: 3, 1829 - 1864, 31.12.2023

Yağmur Bahar , Nilay Bumen

https://doi.org/10.17679/inuefd.1205267

Abstract

Bu çalışmada tartışmalı konuların etkili öğretimine ilişkin olarak, nitel araştırmalardan damıtılan ve Türkiye’nin konu ile ilgili sorunlarına çözüm getirecek özgün bir sentez ortaya koymak amaçlanmıştır. Çeşitli veri tabanlarından elde edilen nitel çalışmalar, belirli dâhil etme ölçütlerine göre elenmiş; ölçütleri karşılayan çalışmaların niteliği incelendikten sonra sekiz çalışma analize dâhil edilmiştir. Çalışmaların bulguları kullanılarak birincil temalara; bunların sistematik karşılaştırılmasıyla ikincil temalara, tema ve kategoriler arasındaki ilişkilerin incelenip tartışılmasıyla senteze ulaşılmıştır. Sosyal bilgiler öğretmenlerinin tartışmalı konuların öğretiminde sıklıkla mutlak taraflılık ve kararlı taraflılık pozisyonlarını tercih ettiği, bu pozisyonların kişisel özellikleri ve ideolojilerine göre şekillendiği belirlenmiştir. Tartışmalı konuların öğretiminde anlatım ve soru-cevap dışında teknik çeşitliliği sağlanamadığı; yasal yaptırımlardan çekinme, tartışma ve iletişim becerilerinde yetersizlik ve program içeriğinin yoğunluğu gibi engeller olduğu sonucuna ulaşılmıştır. Nihai sentez olarak; öğretim programları ve program kaynaklarının yeniden düzenlenmesi, akademik özgürlüğü genişleten mevzuat değişiklikleri ve kurumlar arası iş birliği yapılması, öğretmenlerin hem tartışma ve iletişim becerilerinin hem de tartışmalı konuların öğretimine yönelik pedagojik alan bilgisinin desteklenmesi önerilmiştir.

Keywords

tartışmalı konular, ihtilaflı konular, hassas konular, sosyal bilgiler öğretimi, sosyal bilgiler öğretim programı, controversial issues, social studies teaching, social studies curricula

A Meta-Synthesis for the Effective Teaching of Controversial Issues in the Social Studies Course

Abstract

In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkey's problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers' discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

Keywords

controversial issues, social studies teaching, social studies curricula

References

• Altan M. Z., & Özmusul, M. (2022). Geleceğin Türkiye’sinde öğretmen refahı: Öğretmenlik meslek kanununun kayıp parçası. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(1), 24-42. https://doi.org/10.38151/akef.2022.2
• Altbach, P. G. (2001). Academic freedom: International realities and challenges. Higher Education, 41(1), 205-219.
• Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: A qualitative meta-synthesis. Teaching and Teacher Education, 48, 75-86. https://doi.org/10.1016/j.tate.2015.02.004
• Avaroğulları, M. (2015). Sosyal bilgiler öğretiminde tartışmalı konularla ilgili bir eylem araştırması. E-Journal of New World Sciences Academy, 10(2), 139-150. http://dx.doi.org/10.12739/NWSA.2015.10.2.1C0638
• Aynuz, A. (2020). Sosyal bilgiler öğretmen adaylarının tartışmalı konuların öğretimine yönelik algı, tutum ve görüşleri [Yayımlanmamış doktora tezi]. Bolu Abant İzzet Baysal Üniversitesi.
• Bailey, C. (1971). Rationality, democracy and the neutral teacher. Cambridge Journal of Education, 1(2), 68-76. doi: https://doi.org/10.1080/0305764710010203
• Bailey, C. (1975). Neutrality and rationality in reaching. In D. Bridges & P. Scrimshaw (Eds.), Values and Authority in Schools (pp. 122-144). Hodder & Stoughton Pub.
• *Baki Pala, Ç. (2020). Tartışmalı ve hassas konuların sosyal bilgiler öğretimi bağlamında incelenmesi: Bir eylem araştırması [Yayımlanmamış doktora tezi]. Marmara Üniversitesi.
• Baloğlu Uğurlu, N., & Doğan, A. (2016). Sosyal bilgiler öğretmen adaylarının ve akademisyenlerinin tartışmalı konuların öğretimi ile ilgili görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 219-237.
• Barton, K., & McCully, A. (2007). Teaching controversial issues... where controversial issues really matter. Teaching History, 127, 13-19.
• Beldağ, A., & Aktaş, E. (2016). Sosyal bilgiler öğretiminde edebî eser kullanımı: nitel bir çalışma. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 953-981.
• Berg, W., Graeffe, L., & Holden, C. (2003). Teaching controversial issues: A European perspective. Children's Identity and Citizenship in Europe, CiCe Guidelines. Retrieved from http://www.cicea.eu/docs/GUIDELINES/general/guidelines-01.pdf
• Byford, J., Lennon, S., & Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(4), 165-170. https://doi.org/10.3200/TCHS.82.4.165-170
• Cahapay, M.B. (2021). A systematic review of concepts in understanding null curriculum. International Journal of Curriculum and Instruction. 13(3), 1987-1999.
• Canatan Doğan, N. (2022). Öğretmenlik Meslek Kanunu’na yönelik öğretmen ve yönetici görüşleri [Yayımlanmamış yüksek lisans tezi]. Pamukkale Üniversitesi.
• Cassar, C., Oosterheert, I., & Meijer, P. C. (2023). Why teachers address unplanned controversial issues in the classroom. Theory & Research in Social Education, 51(2), 233-263.
• Cherrin, S. (1992). Teaching controversial issues. Retrieved from https://podnetwork.org/content/uploads/V4-N6-Cherrin.pdf
• Chikoko, V., Gilmour, J. D., Harber, C., & Serf, J. (2011). Teaching controversial issues and teacher education in England and South Africa. Journal of Education for Teaching, 37(1), 5-19. https://doi.org/10.1080/02607476.2011.538268
• Clabough, J., Philpott, S., McConkey, L., & Turner, T. N. (2011). Teachers' struggles with controversial issues: Facing the demon. National Social Science Journal, 38(2), 1-15.
• Claire, H., & Holden, C. (2007). The challenge of teaching controversial issues: Principles and practice. In H. Claire, & C. Holden (Eds.), The challenge of teaching controversial issues (pp. 1-14). Stoke on Trent.
• Council of Europe. (2015). Living with controversy – Teaching controversial issues through education for democratic citizenship and human rights (EDC/HRE) – Training pack for teachers. Retrieved from https://edoc.coe.int/en/human-rights-democratic-citizenship-and-interculturalism/7738-teaching-controversial-issues.html#
• Çelikkaya, T. (2013). Sosyal bilgiler öğretmenlerinin öğretim araç-gereç ve materyallerini kullanma düzeyleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 32(1), 73-105. https://dergipark.org.tr/tr/download/article-file/187958
• *Çopur, A. (2015). Sosyal bilgiler öğretmenlerinin tartışmalı konuların öğretimine ilişkin düşüncelerinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Bursa Uludağ Üniversitesi.
• Dearden, R. F. (1981). Controversial issues and the curriculum. Journal of Curriculum Studies, 13(1), 37-44. doi: https://doi.org/10.1080/0022027810130105
• *Demir, S. B., & Pismek, N. (2018). A convergent parallel mixed-methods study of controversial ıssues in social studies classes: a clash of ideologies. Educational Sciences: Theory and Practice, 18(1), 119-149. https://doi.org/10.12738/estp.2018.1.0298
• Eisner, E.W. (1985). Educational imagination: On the design and evaluation of school programs. MacMillan Publishing.
• Ehman, L. (1977, April) Social studies instructional factors causing change in high school students' sociopolitical sttitudes over a two-year period. Paper presented at the American Educational Research Association in New York. https://files.eric.ed.gov/fulltext/ED142480.pdf
• *Ersoy, A. F. (2013). Global citizenship education in social studies: Experiences of Turkish teachers and students in international conflict and war. Journal of Qualitative Research in Education, 1(1), 7-30. http://dx.doi.org/10.14689/issn.2148-2624.1.1s1m
• Erwin, E. J., Brotherson, M. J. & Summers, J. A. (2011). Understanding qualitative metasynthesis: Issues and opportunities in early childhood intervention research. Journal of Early Intervention, 33(3), 186-200. https://doi.org/10.1177/1053815111425493
• European Commission (1998). Education and active citizenship in the European Union. Publication Office. https://op.europa.eu/en/publication-detail/-/publication/b33ea18c-355e-4fa5-bee6-cc07194831ad
• Evans, R. W. (1989). The societal-problems approach and the teaching of history. Social Education, 53(1), 50-52.
• Finfgeld, D. L. (2003). Meta-synthesis: The state of the art-so far. Qualitative Health Research, 13(7), 893-904. https://doi.org/10.1177/1049732303253462
• Finfgeld-Connett, D. (2018). A guide to qualitative meta-synthesis. New York, NY: Routledge.
• Flinders, D. J., Noddings, N. & Thornton, S. J. (1986). The null curriculum: Its theoretical basis and practical implications. Curriculum Inquiry, 16(1), 33-42. http://www.jstor.org/stable/1179551
• Gardner, P. (1984). Another look at controversial issues and the curriculum. Journal of Curriculum Studies, 16(4), 379-385. https://doi.org/10.1080/0022027840160404
• Gindi, S., & Erlich, R. R. (2018). High school teachers’ attitudes and reported behaviors towards controversial issues. Teaching and Teacher Education, 70(58), 58-66. https://doi.org/10.1016/j.tate.2017.11.006
• Giroux, H. A. (2011). On critical pedagogy. London: Continuum international publishing group.
• Gillespie, H. (2007). Teaching emotive and controversial history to 7-11 year olds: A report for the historical association. International Journal of Historical Learning, Teaching and Research, 7(1), 1-22.
• Goldenson, D. R. (1978). An alternative view about the role of the secondary school in political socialization: A field-experimental study of the development of civil liberties attitudes. Theory & Research in Social Education, 6(1), 44-72. https://doi.org/10.1080/00933104.1978.10506023
• Gözüm, A. İ. C. (2015). Okul öncesi, sınıf ve fen bilgisi öğretmenlerinin fen bilimleri öz yeterliklerine göre sosyo-bilimsel tutum ve bilişsel yapılarının belirlenmesi (Kars ili örneği). [Yayımlanmamış doktora tezi]. On Dokuz Mayıs Üniversitesi.
• Gümüş, S. (2018). Nitel araştırmaların sistematik derlemesi: Meta-sentez. K. Beycioğlu, N. Özer & Y. Kondakçı (Ed.), Eğitim yönetiminde araştırma (s.533-552) içinde. Pegem Akademi.
• Günal, H., & Ramazan, K. (2016). Tarih öğretmenlerinin tartışmalı ve hassas konuların öğretimi sırasında yaşadıkları çekince ve sorunlar (Erzurum örneği). Turkish History Education Journal, 5(1), 44-73.
• Gürbüzkol, R., & Bakırcı, H. (2020). Fen bilimleri öğretmenlerinin sosyobilimsel konular hakkındaki tutum ve görüşlerinin belirlenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 870-893. https://doi.org/10.33711/yyuefd.751857
• Hammer, A. (2023). Using forum theatre to address homosexuality as a controversial issue in religious education. British Journal of Religious Education, 45(1), 23-33.
• Hand, M., & Levinson, R. (2012). Discussing controversial issues in the classroom, Educational Philosophy and Theory, 44(6) 614-629. https://doi.org/10.1111/j.1469-5812.2010.00732.x
• Harwood, A. M. & Hahn, C.L. (1990). What is a controversial issues discussion? ERIC Digests, No: ED327453 Retrieved from https://files.eric.ed.gov/fulltext/ED327453.pdf
• Hess, D. E. (2004). Controversies about controversial issues in democratic education. PS: Political Science & Politics, 37(2), 257-261. https://doi.org/10.1017/S1049096504004196
• Hewitt, T. W. (2006). Understanding and shaping curriculum: What we teach and why? California: Sage Publications. https://doi.org/10.4135/9781452204277
• Hoskins, B. L., & Mascherini, M. (2009). Measuring active citizenship through the development of a composite indicator. Social indicators research, 90(3), 459-488. https://doi.org/10.1007/s11205-008-9271-2
• Janoski, T., Musick, M. & Wilson, J. (1998). Being volunteered? The impact of social participation and pro-social attitudes on volunteering. Sociological Forum, 13(3), 495-519. https://doi.org/10.1023/A:1022131525828
• Jerome, L., & Elwick, A. (2020). Teaching about terrorism, extremism and radicalisation: Some implications for controversial issues pedagogy. Oxford Review of Education, 46(2), 222-237. https://doi.org/10.1080/03054985.2019.1667318
• Kan, Ç. (2006). Etkili sosyal bilgiler öğretimi arayışı. Kastamonu Eğitim Dergisi, 14(2), 537-544.
• Kelly, T.E. (1986). Discussing controversial issues: Four perspectives on the teacher’s role. Theory and Research in Social Education, 14(2). 113-138. https://doi.org/10.1080/00933104.1986.10505516
• Kindlinger, M., & Hahn-Laudenberg, K. (2023). German preservice teachers’ stances on criteria for discussing controversial issues in the classroom. The Journal of Social Studies Research, https://doi.org/10.1177/23522798231206194
• King, J. T. (2009). Teaching and learning about controversial issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37(2), 215-246.
• *Kuş, Z. (2015). Science and social studies teachers’ beliefs and practices about teaching controversial issues: Certain comparisons. JSSE-Journal of Social Science Education, 14(3), 84-97. https://doi.org/10.4119/jsse-753
• Kuş, Z., & Öztürk, D (2019). Social studies teachers’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44(8), 15-37. http://dx.doi.org/10.14221/ajte.2019v44n8.2
• Külünkoğlu, T. (2017). Ortaokul öğretmenlerinin öğretmene saygı değerine ilişkin görüşleri. Asya Studies, 1(1), 11-22.
• Levinson, R. (2008). Promoting the role of the personal narrative in teaching controversial socio-scientific issues. Science & Education, 17(8), 855-871. https://doi.org/10.1007/s11191-007-9076-8
• Long, S., & Long, R. (1975). Controversy in the classroom: Student viewpoint and educational outcome. Teaching Political Science, 2(3), 275-299. https://doi.org/10.1080/00922013.1975.10740053
• Maxwell, B., Waddington, D. I., & McDonough, K. (2019). Academic freedom in primary and secondary school teaching. Theory and research in education, 17(2), 119-138. https://doi.org/10.1177/1477878519862543
• Maeda, Y., Caskurlu, S., Kenney, R.H., Kozan, K., & Richardson, J.C. (2022). Moving qualitative synthesis research forward in education: A methodological systematic review. Educational Research Review, 35, 100424, https://doi.org/10.1016/j.edurev.2021.100424
• Major, C. H., & Savin-Baden, M. (2010). An introduction to qualitative research synthesis. New York, NY: Routledge. https://doi.org/10.4324/9780203849873
• McCully, A. (2005). Teaching controversial issues in a divided society: Learning from Northern Ireland. Prospero, 11(4), 38-46.
• McCully, A. (2006). Practitioner perceptions of their role in facilitating the handling of controversial issues in contested societies: A Northern Irish experience. Educational Review, 58(1), 51-65. https://doi.org/10.1080/00131910500352671
• McKernan, J. (1982). Constraints on the handling of controversial issues in Northern Ireland post‐primary schools. British Educational Research Journal, 8(1), 57-71. https://doi.org/10.1080/0141192820080106
• Mcpherson, A., Forster, D., & Kerr, K. (2023) Controversial issues in the Australian educational context: dimension of politics, policy and practice, Asia-Pacific Journal of Teacher Education, 51(2), 113-127, https://doi.org/10.1080/1359866X.2022.2152310
• Miles, M. B., & Huberman A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Sage Publications.
• Misco, T., Kuwabara, T., Ogawa, M., & Lyons, A. I. (2018). Teaching controversial issues in Japan: An exploration of contextual gatekeeping. International Education Journal: Comparative Perspectives, 17(4), 68-82.
• NCSS - National Council for the Social Studies. (2010). Academic freedom and the social studies teacher, Social Education 74(6), 334–335.
• Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies (Vol. 11). California: Sage Publications, Inc. https://doi.org/10.4135/9781412985000
• Noctor, M. (1984). Teaching about Northern Ireland. In S. Hill & C. Reid (Ed.), Teaching controversial issues (pp. 13-27). Edward Arnold Publishers.
• Ochoa-Becker, A. S. (1999). Decision making in middle school social studies: An imperative for youth and democracy. The Clearing House, 72(6), 337-340. https://doi.org/10.1080/00098659909599421
• Oulton, C., Day, V., Dillon, J., & Grace, M. (2004). Controversial issues‐teachers' attitudes and practices in the context of citizenship education. Oxford Review of Education, 30(4), 489-507. https://doi.org/10.1080/0305498042000303973
• Öntaş, T., Yıldırım, E., Egüz, Ş., & Kaya, B. (2020). Tartışmalı konuların öğretiminin sınıf eğitimi alanına yansımaları. Eğitim ve Bilim, 46(205), 161-189. http://dx.doi.org/10.15390/EB.2020.9104
• Özdemir, D. (2023). The study on competencies of prospective teachers of social studies to use controversial issues in teaching. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(special issue), 241-274.
• Özer, B. (2014). Milli eğitim bakanlığı “Alo 147” iletişim merkezinin kullanımına ilişkin öğretmen görüşlerinin değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 7(2), 215-231. https://doi.org/10.12780/UUSBD329
• Öztürk, C., & Baysal, A. G. N. (1999). İlköğretim 4-5. Sınıf öğrencilerinin sosyal bilgiler dersine yönelik tutumu. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 6(6), 11-20.
• *Öztürk, D. (2022). Controversial issues: A mixed study with middle school students. Participatory Educational Research, 9(4), 1-18. http://dx.doi.org/10.17275/per.22.1.9.4
• *Öztürk, D. (2017). Sosyal bilgiler öğretmenlerinin tartışmalı konuların öğretimine ilişkin görüş ve uygulamaları (Yayımlanmamış doktora tezi). Kastamonu Üniversitesi Kastamonu.
• Öztürk, İ. H. (2011). Öğretmen özerkliği üzerine kuramsal bir inceleme. Elektronik Sosyal Bilimler Dergisi, 10(35), 82-99.
• Paterson, B. L. (2012). It looks great but how do I know if it fits?: An introduction to meta-synthesis research. In K. Hannes & C. Lockwood (Eds.), Synthesizing qualitative research: choosing the right approach (pp. 1- 20). Wiley-Blackwell. https://doi.org/10.1002/9781119959847.ch1
• Patrick, John J. (1967). Political socialization of American youth: A review of research with implications for secondary school social studies. Retrieved from https://files.eric.ed.gov/fulltext/ED010835.pdf
• Polat, S., & Ay, O. (2016). Meta-sentez: Kavramsal bir çözümleme. Eğitimde Nitel Araştırmalar Dergisi, 4(1), 52-64. http://dx.doi.org/10.14689/issn.2148-2624.1.4c2s3m
• Rambosk, P. (2011). Florida pre-service teachers' and their attitudes towards the use of controversial issues [Unpublished doctoral dissertation] Florida State University, Florida.
• Remillard, J. T. (2018). Mapping the Relationship Between Written and Enacted Curriculum: Examining Teachers’ Decision Making, In G.K., H.F., M.G., A.K., E.S. & B.X. (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 483-500). Springer. https://doi.org/10.1007/978-3-319-72170-5_27
• Remy, R. C. (1972). High school seniors attitudes toward their civics and government instruction. Social Education, 36(6), 590.
• Robertshaw, B. & Campbell, T. (2013). Constructing arguments: Investigating pre-service science teacher’s argumentation abilities in a socio-scientific context. Science Education International, 24(2), 195-211.
• Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing & Health, 20, 365-371. https://doi.org/10.1002/(SICI)1098-240X(199708)20:4%3C365::AID-NUR9%3E3.0.CO;2-E
• Seggie, F. N., &. Gökbel, V. (2014). Geçmişten günümüze Türkiye’de akademik özgürlük. SETA (Sayı: 98). Shaver, E. J. (2017). Controversy and counternarrative in the social studies [Unpublished doctoral dissertation]. Indiana University.
• Shoesmith, B. (2006). Recalling things past: An introduction to continuum. Journal of Media & Cultural Studies, 20(1), 1-5. https://doi.org/10.1080/10304310500475194
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
• Stenhouse, L. (1983). The relevance of practice to theory. Theory Into Practice, 22(3), 211-215. https://doi.org/10.1080/00405848309543063
• Stradling, R. (1984). The teaching of controversial issues: An evaluation. Educational Review, 36(2), 121–129.
• Stradling, R., Baines, B., & Noctor, M. (1984). Teaching controversial issues. London: Edward Arnold. https://doi.org/10.1080/0013191840360202
• Tan, Ş. (2021). Öğretim ilke ve yöntemleri. Pegem Akademi Yayıncılık.
• Tatar, Ş. (2019). İhmal edilen eğitim programında tartışmalı konuların ilk ve ortaokul öğretim programları bağlamında incelenmesi [Yayımlanmamış doktora tezi]. Eskişehir Anadolu Üniversitesi.
• Tokdemir, M. A., (2013). Ortaöğretim tarih dersinin öğretiminde tartışma yöntemine ilişkin öğretmenlerin görüş ve uygulamaları (Ankara ili örneği) [Yayımlanmamış doktora tezi]. Gazi Üniversitesi.
• Uerling, D. F. (2000). Academic freedom in K-12 education. Nebraska Law Review, 79(4), 956-975.
• UNICEF, (2004). Çocuk haklarına dair sözleşme el kitabı. Türkiye: UNICEF.
• Waldren, M. S. (2013). Why liberal neutralists should accept educational neutrality. Ethical Theory and Moral Practice, 16(1), 71-83. https://doi.org/10.1007/s10677-011-9329-0
• Walsh, D., & Downe, S. (2005). Meta‐synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204-211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
• Wellington, J. J. (Ed.) (1986). Controversial issues in the curriculum. Oxford: Blackwell.
• Yacek, D. (2018). Thinking controversially: The psychological condition for teaching controversial issues. Journal of philosophy of education, 52(1), 71-86.
• Yang, K. C., & Kang, Y. (2022). Academic Freedom in Xi’s China. In K.W. Gray (Ed.) Normative Tensions: Academic Freedom in International Education (pp.29-56). London: Lexington Books.
• Yazıcı, S., & Seçgin, F. (2010). Tartışmalı konular ve öğretimine ilişkin bir çalışma. Journal of International Social Research, 3(12), 489-501.
• Yıldırım, A., & Şimsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
• *Yılmaz, K. (2012). Tartışmalı ve tabu konuların incelenmesi: Sosyal bilgiler öğretmenlerinin görüşleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 201-225.
• Yurdakul, B. (2020). Yapılandırmacılık. Demirel, Ö. (Ed.), Eğitimde yeni yönelimler (8. Baskı, s.41-63) içinde. Pegem Akademi.
• Zembylas, M., & Kambani, F. (2012). The teaching of controversial issues during elementary-level history instruction: Greek-Cypriot teachers' perceptions and emotions. Theory & Research in Social Education, 40(2), 107-133. https://doi.org/10.1080/00933104.2012.670591
• Zimmerman, J., & Robertson, E. (2020). The case for contention: Teaching controversial issues in American schools. University of Chicago Press.