Abstract
The Social Studies course is a course that presents the contents of the disciplines of social and human sciences in a holistic manner for the purpose of developing abilities concerning citizenship. With the decision of the National Board of Education under the Ministry of National Education, the curriculum of Social Studies course was developed according to the constructivist approach together with the curricula of the Turkish, Mathematics, Life Studies, Science and Technology courses between grades 1-5 of primary education and it is being implemented since the 2005-2006 academic year. Recently, a paradigm refusing the objectivity of knowledge has emerged. This paradigm, which is called constructivist or constructionist, advocates that knowledge is interpreted and constructed by the individual. Learning is the process of knowledge being interpreted and constructed by the individual and this process is directed by previously formed forms of thought, experiences, observations, and interpretations of the individual. The nature of knowledge and learning has been the basis of constructivism. Constructivism is an approach that is related to knowledge and learning; not teaching. The most important feature of constructivist education is that it enables the learner to construct, interpret, form, and develop knowledge. The interaction of individuals is important. The learners do not accept knowledge as it is; they create or rediscover knowledge. In the construction process, the individual attempts to construct meaning in his/her mind regarding knowledge and attributes the constructed meaning to her/himself. Individuals form knowledge in a manner they construct in their minds and not in the form it is presented to them. Within the framework of the constructivist approach, it is possible to employ various learning cycle models. One of these models is the 5E model. The 5E model was suggested by Biological Sciences Curriculum Study (BSCS) at the end of the 1980s. Each E in the 5E model symbolizes a stage in the model. This model consists of the following stages: Engagement, Exploration, Explanation, Elaboration, and Evaluation. This study covers the fundamental characteristics of the constructivist approach and the 5E model and attempts to share a sample activity unique to the Social Studies course
References
- Boddy, N., Watson, K. & Aubusson, P. (2003). A trial of the five E’s: a referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27-42.
- Brooks, G. & Brooks, M. G. (1993). The case for constructivist classrooms. ASCD Alexandria, Virginia.
- Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5e instructional model: origins and effectiveness. (A Report Prepared for the Office of Science Education National Institutes of Health). Colorada, Springs: BSCS.
- Carr, M., Barker, B., Bell, B., Biddulph, F., Jones, A., Kirkwood, V., Pearson, J. & Symington, D. (1994). The constructivist paradigm and some implications for science content and pedagogy. In Fensham, P. J, Gunstone, R. F. & White, R. T. (Eds), The content of science (pp. 147-160). London: The Falmer Press.
- Eğitim Reformu Girişimi (2005). Yeni öğretim programlarını inceleme ve değerlendirme raporu. 09.05.2006 tarihinde http://www.erg.sabanciuniv.edu/ adresinden alınmıştır.
- Lawson, A. E. & et al. (1989). A theory of instruction: using the learning cycle to teach science concepts and thinking skills. National Association for Research in Science Teaching, University of Cincinnati (ERIC Document Reproduction Service No. ED324204).
- Leinhardt, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49, (7), 20.
- Ministry of Industry and Trade, General Directorate of the Protection of the Consumer and Competition (2011). “Conscious consumer, consumer awareness.” Retrieved on 11- November-2005, at URL: http://www.tuketici.gov.tr/source.cms.docs/etuketici.gov.tr.ce/docs/yayinlar/BILINCLI_TUKETICI.pdf
- Ministry of National Education (MNE). (2005). “Öğretim programları.” [Online] Retrieved on 13- January-2005, at URL: http://programlar.meb.gov.tr/index/baskan.htm
- Ministry of National Education (MNE). (2013). “Sosyal Bilgiler dersi ilköğretim 4. ve 5. sınıf programı.” http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72 [Online] Retrieved on
- 12-November-2005, at URL:
- Natinal Council of Social Studies (NCSS) (2013). “What is social studies?” Retrieved on 12- November-2005, at URL: http://www.learner.org/workshops/socialstudies/pdf/session1/1.WhatIsSS.pdf
Abstract
Sosyal Bilgiler dersi, vatandaşlıklı ilgili yeterlikleri geliştirmek için sosyal ve beşeri bilimlerin disiplinlerinden içeriği bütünsel yaklaşımla sunan bir derstir. Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu’nun kararıyla ilköğretim okullarının 1-5. sınıfları için hazırlanan Türkçe, Matematik, Hayat Bilgisi, Fen ve Teknoloji derslerinin öğretim programlarıyla birlikte Sosyal Bilgiler dersi öğretim programı da yapılandırmacı yaklaşım doğrultusunda geliştirilerek 2005-2006 öğretim yılından bu yana uygulanmaktadır. Son dönemlerde, bilginin nesnelliğini reddeden yeni bir paradigma yükseliştedir. Yapılandırmacı ya da oluşturmacı olarak adlandırılan bu paradigma, bilginin birey tarafından yorumlanır ve oluşturulur olduğunu savunur. Öğrenme, bireyin bilgiyi yorumlama ve yapılandırma sürecidir ve bu süreç, bireyin önceden oluşturduğu düşünce biçimleri, deneyimleri, gözlem ve yorumları yapılandırmacılığın temel dayanağı olmuştur. Yapılandırmacılık, öğretimle ilgili değil, bilgi ve öğrenme ile ilgili bir yaklaşımdır. Yapılandırmacı eğitimin en önemli özelliği, öğrenenin bilgiyi yapılandırmasına, oluşturmasına, yorumlamasına ve geliştirmesine fırsat vermesidir. Öğrenenin etkin rol aldığı yapılandırmacı öğrenmede sadece okumak ve dinlemek yerine tartışma, fikirleri savunma, hipotez kurma, sorgulama ve fikirler paylaşma gibi öğrenme sürecine etkin katılım yoluyla öğrenme gerçekleştirir. Bireylerin etkileşimi önemlidir. Öğrenenler, bilgiyi olduğu gibi kabul etmezler, bilgiyi yaratır ya da tekrar keşfederler. Yapılandırma sürecinde birey, zihninde bilgiyle ilgili anlam oluşturmaya ve oluşturduğu anlamı kendisine mal etmeye çalışır. Bireyler öğrenmeyi kendilerine sunulan biçimiyle değil, zihinlerinde yapılandırdıkları biçimiyle oluştururlar
References
- Boddy, N., Watson, K. & Aubusson, P. (2003). A trial of the five E’s: a referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27-42.
- Brooks, G. & Brooks, M. G. (1993). The case for constructivist classrooms. ASCD Alexandria, Virginia.
- Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A., & Landes, N. (2006). The BSCS 5e instructional model: origins and effectiveness. (A Report Prepared for the Office of Science Education National Institutes of Health). Colorada, Springs: BSCS.
- Carr, M., Barker, B., Bell, B., Biddulph, F., Jones, A., Kirkwood, V., Pearson, J. & Symington, D. (1994). The constructivist paradigm and some implications for science content and pedagogy. In Fensham, P. J, Gunstone, R. F. & White, R. T. (Eds), The content of science (pp. 147-160). London: The Falmer Press.
- Eğitim Reformu Girişimi (2005). Yeni öğretim programlarını inceleme ve değerlendirme raporu. 09.05.2006 tarihinde http://www.erg.sabanciuniv.edu/ adresinden alınmıştır.
- Lawson, A. E. & et al. (1989). A theory of instruction: using the learning cycle to teach science concepts and thinking skills. National Association for Research in Science Teaching, University of Cincinnati (ERIC Document Reproduction Service No. ED324204).
- Leinhardt, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49, (7), 20.
- Ministry of Industry and Trade, General Directorate of the Protection of the Consumer and Competition (2011). “Conscious consumer, consumer awareness.” Retrieved on 11- November-2005, at URL: http://www.tuketici.gov.tr/source.cms.docs/etuketici.gov.tr.ce/docs/yayinlar/BILINCLI_TUKETICI.pdf
- Ministry of National Education (MNE). (2005). “Öğretim programları.” [Online] Retrieved on 13- January-2005, at URL: http://programlar.meb.gov.tr/index/baskan.htm
- Ministry of National Education (MNE). (2013). “Sosyal Bilgiler dersi ilköğretim 4. ve 5. sınıf programı.” http://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72 [Online] Retrieved on
- 12-November-2005, at URL:
- Natinal Council of Social Studies (NCSS) (2013). “What is social studies?” Retrieved on 12- November-2005, at URL: http://www.learner.org/workshops/socialstudies/pdf/session1/1.WhatIsSS.pdf
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Makaleler |
| Authors | |
| Publication Date | June 1, 2014 |
| Published in Issue | Year 2014 Issue: 5 |