İlkokullarda disiplinlerarası finansal okuryazarlık öğretimi üzerine bir eylem araştırması

Abstract

Son zamanlarda eğitim sistemlerinde finansal okuryazarlığa ilgide artış olmasına rağmen öğretmenlerin finansal eğitim kapsamındaki öğretim uygulamalarında disiplinlerarası yaklaşıma dayalı bazı yetersizlikler dikkat çekmektedir. Bu araştırmada sosyal bilgiler dersine disiplinlerarası bir anlayışla finansal okuryazarlık becerisinin entegre edilmesi ve böylelikle sınıf öğretmenlerinin öğretim sürecinin iyileştirilmesine ve geliştirilmesine odaklanılmıştır. Araştırma Türkiye’nin üç farklı şehrinde sosyoekonomik düzeyi düşük üç ilkokulda 2021-2022 yılları arasında gerçekleştirmiştir. Veri toplama aracı olarak kullanılan yansıtma formları, öğrenci ürünleri ve yarı yapılandırılmış görüşme formlarından elde edilen veriler MAXQDA 2020 programı aracılığıyla analiz edilmiştir. Sonuç olarak araştırma süreci boyunca gerçekleştirilen öğretimsel uygulamalara ilişkin görüşler incelendiğinde katılımcılar; disiplinler arası yetkinlik kazanma, bilişim teknolojilerinin etkili kullanımı, disiplinlerarasılığın etkilerini gözlemleme, özgün materyal ve etkinlik hazırlama olmak üzere öğretimsel yetkinliklerin gelişimine katkı sağladığını belirtmişlerdir. Ayrıca katılımcılar gerçekleştirilen etkinliklerin öğrencilere; yeni finansal kavramları öğrenme, yeni beceriler öğrenme, kalıcı ve anlamlı öğrenme, aktif katılımı sağlama, gerçek yaşama transfer etme, olumlu veli geri bildirimi, eğlenerek öğrenme ve pekiştirme olanağı sağladığını belirtmişlerdir.

Keywords

• Eylem araştırması
• Finansal okuryazarlık
• Sosyal bilgiler

Action research on interdisciplinary teaching of financial literacy in elementary schools

Abstract

Although there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.

Keywords

• Action research
• Financial literacy
• Social studies

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