Demokrasinin Göstergesi Olarak Tartışmacı Tutum: Eğitim Bağlamında Bir Fikirsel Meydan Okuma Yolu

Year 2022, Volume: 9 Issue: 3, 1171 - 1192, 29.12.2022

Fatih Ozturk İsmail Karsantik

https://doi.org/10.30900/kafkasegt.1081624

Abstract

Supporting Institution

Bulunmuyor

Project Number

Bulunmuyor

Thanks

Bulunmuyor

The Attitude of Discussion as an Indicator of Democracy: An Intellectual Challenge in the Context of Education

Abstract

Discussion is both a democratic civic skill and a teaching method. It has been observed that
social studies stakeholders are generally kept their distance toward discussion. It has been observed
that there are few studies carried out on the discussion attitudes of teacher candidates (TCs) in the
context of social studies. It is observed that TCs have both positive and negative attitudes toward
discussion. On the other hand, the number of studies examining secondary school students' attitudes
toward the discussion is limited. The current study aims to examine the attitudes of three participant
groups (student, teacher, and TCs) toward the discussion. The survey model, which is one of the
quantitative research methods, was used. The sample of the study consisted of 269 students, 617 TCs,
and 167 teachers, a total of 1053 participants, determined by the convenience sampling method. In
order to collect data, the argumentative attitude scale developed by Infante and Rancer (1982) as 20
items and adapted into Turkish as ten items by Turunç, Eser, and Dinç (2018), and a personal
information form developed by the researchers was used. Frequency and percentage distributions
regarding the demographic characteristics of students, TCs, and teachers, as well as the argumentative
attitudes of the participants, were determined according to the independent variables. According to the
findings, teachers' discussion attitudes did not differ significantly by experience and gender. A
significant difference was found between the grade levels of TCs and secondary school students. Also,
it was observed that male TCs had a higher avoidance attitude. The research showed that although
teachers, students, and TCs had positive attitudes, they also had various concerns about the discussion.
In light of the results, the participation of teachers, students, and TCs in carefully prepared and
conducted discussions and the examination of conflicting emotions with longitudinal studies was
suggested.

Keywords

Keywords: Social studies education, discussion, attitude.

Project Number

Bulunmuyor

References

• Alkın-Şahin, S. & Demirkasımoğlu, N. (2015). Prospective teachers’ opinions of argument culture in the classroom environment. Journal of Educational Sciences Research, 5(2), 119-142.
• Altınkök, S. (2015). Müzakereci demokrasi ve uygulama yöntemi olarak “vatandaş jürileri” yaklaşımı. Uyuşmazlık Mahkemesi Dergisi (6), 1-39. Avery, P. G., Levy, S. A., & Simmons, A. M. (2013). Deliberating controversial public issues as part of civic education. The Social Studies, 104(3), 105-114.
• Chandler, P. T., & Ehrlich, S. (2016). The use of discussion protocols in social studies. Councilor: A Journal of the Social Studies, 77(1), 1-12.
• Christopher T. Dague & Janelle K. Abela (2020) Fostering democratic citizenship through discussion pedagogy. Kappa Delta Pi Record, 56(1), 42-46.
• Cin Şeker, Z. (2020). Attitudes of Turkish teacher candidates towards discussion. Journal of Language and Linguistic Studies, 16(2), 993-1005.
• Dahl, R. A. (2010). Demokrasi üzerine. Ankara: Phoenix Yayınevi
• Demirel, R. (2015). Argümantasyon destekli öğretimin öğrencilerin kavramsal anlama ve tartışma istekliliklerine etkisi. Kastamonu Eğitim Dergisi, 24(3), 1087-1108.
• Dewey, J. (2004). Democracy and education: An introduction to the philosophy of education (1st ed.). Delhi: Aakar Books.
• Flynn, N. K. (2009). Toward democratic discourse: scaffolding student-led discussions in the social studies. Teachers College Record, 111(8), 2021–2054.
• Held, David, Simon, Larry (2006), “Habermas’ın geç kapitalizme dair kriz kuramı”, (Çev. H E. Bağce), Frankfurt Okulu, (2.Ed.) H. Emre Bağce, Ankara: Doğu Batı Yayınları.
• Hess, D. (2004). Discussion in social studies: is it worth the trouble?. Social Education, 68(2), 151-157.
• Infante, D. A., & Rancer, A. S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46(1), 72-80.
• Karasar, N. (2014). Bilimsel araştırma yöntemi. Ankara: Nobel.
• Kaviani, K. K. (2006). Influences on social studies teachers’ issue-selection for classroom discussion: Social positioning and media. Social Studies Research and Practice, 1(2), 201-202.
• Kıncal, R.Y.(2000). İlköğretim öğretmenlerinin davranışlarının demokratiklik düzeyi. Paper presented at II. Öğretmen Yetiştirme Sempozyumu (10-12 May). Çanakkale, 432-437.
• Larson, B.E. (1999). Influences on social studies teachers’ use of classroom discussion. The Social Studies, 99(3), 125–32
• Maden, S & Kaya, M. (2018). Bir iletişim biçimi ve öğretim şekli olarak tartışmaya dair öğretmen görüşleri. Iğd Üniv Sos Bil Der, 14, 63-89.
• MNE. (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara: MNE State Books.. Retrieved from http://mufredat.meb.gov.tr/Programlar.aspx
• Morgan, G. A., Leech, N. L. Gloeckner, G. W. ve Barrett, K. C. (2004). SPSS for introductory statistics: use and interpretation. New York: Psychology Press
• Nystrand, M., Gamoran, A., & Carbonara, W. (1998). Towards an ecology of learning: The case of classroom discourse and its effects on writing in high school English and Social Studies. Albany, New York: National Research Center on English Learning and Achievement. (ERIC Document Reproduction Service No. ED 415525)
• NCSS (2016). A vision of powerful teaching and learning in the social studies.Social Education, 80(3), 180-182.
• Ocak, G., & Karakuş, G. (2015). Pre-service teachers’ attitudes towards the ability of discussion. Trakya University Journal of Social Science, 17(2), 153-170.
• Özden Köse, Ö., Bayram, H. ve Benzer, E. (2021). Web 2.0 destekli argümantasyon uygulamalarının ortaokul öğrencilerinin kuvvet ve enerji konusundaki başarılarına, tartışmacı ve teknoloji tutumlarına etkisi. Erciyes Journal of Education, 5(2), 179-207.
• Parker, W. C. 2010. Listening to strangers: classroom discussion in democratic education. Teachers College Record ,112 (11), 2815–2832.
• Parker, W. C., & Hess, D. (2001). Teaching with and for discussion. Teaching and Teacher Education, 17(3), 273–289.
• Schuitema, J., Radstake, H., Van de Pol, J., & Veugelers, W. (2018). Guiding classroom discussions for democratic citizenship education. Educational Studies, 44(4), 377-407.
• Sheppard, S., Ashcraft, C., & Larson, B. E. (2011). Controversy, citizenship, and counterpublics: developing democratic habits of mind. Ethics and Education, 6(1), 69-84
• Şen, A. (2019). Vatandaşlık eğitiminde değişiklik ve süreklilikler: 2018 sosyal bilgiler öğretim programı nasıl bir vatandaşlık eğitimi öngörüyor? Journal of Qualitative Research in Education, 7(1), 1-28.
• Şengül, K. & Demirel, A. (2021) The effect of classroom debate activities on pre-service teachers’ argumentativeness. Open Journal for Educational Research, 5(2), 119-130.
• Tannebaum, R. P. (2017). Collective action for social justice: An exploration into preservice social studies teachers’ conceptions of discussion as a tool for equity. Journal of Social Studies Research, 41(3), 195-205.
• Tokdemir, M. A. & Hayta, N. (2014). Tarih öğretmenlerinin tartışma yönteminin kullanılmasına ilişkin görüşlerinin çeşitli değişkenler açısından incelenmesi. Türk Tarih Eğitimi Dergisi, 3(2), 24-42.
• Ünver, Ö., & Gamgam, H. (2008). Uygulamalı temel istatistik yöntemler. (Genişletilmiş 5. baskı). Ankara: Seçkin Yayıncılık
• Yazıcıoğlu, A. (2017). Sosyal bilgiler dersinin Toulmin tartışma modeline dayalı öğretimi. (Unpublished Doctoral Dissertation) Pamukkale University Sosyal Sciences Instution, Denizli.
• Yeşil, R. (2001). İlköğretim düzeyinde okul ve ailenin demokratik davranışlar kazandırmadaki etkisi. (Unpublished Doctoral Dissertation) Atatürk Üniversity Sosyal Sciences Instution, Erzurum
• Yeşil, R. (2003). Tartışma etkinliğine ilişkin öğrenci tutum ve davranışlarının değerlendirilmesi. Kuram ve Uygulama Eğitim Yönetim, 36, 606-624.
• Yeşil, R. (2004). Öğrenci ve öğretim elemanlarının tartişma tutum ve davranışları arasındaki ilişki. Gazi Üniversitesi Kırşehir Eğitim Fakültesi, 5(2), 195-208.
• Url-1: https://www.cumhuriyet.com.tr/dunya/endise-veren-rapor-turkiye-ayrintisi-dikkat-cekti-1886663