Sosyal Bilgiler Öğretiminde Matematiksel Becerilerin Kullanımına İlişkin Öğretmen Görüşlerinin İncelenmesi: Fenomonolojik Araştırma

Öz

Bu araştırmada sosyal bilgiler öğretiminde matematiksel becerilerin kullanımına ilişkin öğretmen görüşlerinin incelenmesi amaçlanmıştır. Nitel araştırma desenlerinden fenomenoloji yönteminden yararlanılan araştırmada, çalışma grubunu ölçüt örnekleme yönetimiyle belirlenen 10 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formundan yararlanılmış, elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonucunda sınıf öğretmenlerinin sosyal bilgiler dersinde matematiksel becerilerin kullanımına ilişkin; anlama süreçlerini ve düşünme becerilerini geliştirmeye katkı sağladığına, akademik başarıyı ve uygulama süreçlerinde niteliği artırdığına dair görüş bildirdikleri görülmektedir. Sosyal bilgiler dersinde matematiksel becerilerin kullanımında gerçekleştirdikleri uygulamalar incelendiğinde ders öncesi uygulamalar, ders sırasındaki uygulamalar, uygulamaların gerçekleştiği kavram, konu ve öğrenme alanları olmak üzere üç alt kategori tespit edilmiştir. Sosyal bilgiler dersinin öğretiminde yaşanılan matematik temelli sorunlar ise sırasıyla; öğretim programı-süreç-materyal açısından yaşanan sorunlar, öğretmen odaklı sorunlar ve öğrenci odaklı sorunlar olmak üzere kategorilendirilmiştir. Matematik temelli sorunların çözümüne yönelik bulgular incelendiğinde ise öğretmen ve öğretim programı-süreç-materyal kategorisi olmak üzere iki kategorinin oluşturulduğu görülmektedir.

Anahtar Kelimeler

• disiplinlerarasılık
• matematiksel beceriler
• sosyal bilgiler

An Examination of Teachers' Views on the Use of Mathematical Skills in Social Studies Teaching: Phenomenological Research

Abstract

In this research, it was aimed to examine teachers' views on the use of mathematical skills in social studies teaching. In the research, which uses phenomenology method among qualitative research designs, the study group consists of 10 classroom teachers determined by the criterion sampling method. Semi-structured interview form was used as a data collection tool, and the data obtained were analyzed by content analysis method. As a result of the research, it is seen that teachers express their opinions that it contributes to the development of understanding processes and thinking skills, increases academic success and quality in application processes. When the activities they performed in the use of mathematical skills in social studies lesson were examined, three sub-categories were identified: pre-lesson activities, activities during the lesson, concept, subject and learning areas. Mathematics-based problems encountered in the teaching of social studies lessons are; the problems experienced in terms of curriculum-process-material are categorized as teacher-oriented problems and student-oriented problems. When the findings regarding the solution of mathematics-based problems are examined, it is seen that two categories are formed: teacher and curriculum-process-material categories.

Keywords

• Interdisciplinarity
• Mathematical Skills
• Social Studies

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