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Hayat Bilgisi ve Sosyal Bilgiler Derslerinde Yaşam Becerilerinin Eğilimleri: Bir Meta-Sentez Çalışması

Year 2022, , 1 - 35, 21.04.2022
https://doi.org/10.33711/yyuefd.1059300

Abstract

Bu araştırmanın amacı Hayat Bilgisi ve Sosyal Bilgiler derslerinde yaşam becerilerinin eğilimlerini belirlemektir. Bu amaçla araştırmada nitel meta-sentez yöntemi tercih edilmiştir. Araştırmanın çalışma grubunu 2005-2021 yılları aralığında “YÖK UlusalTezMerkezi”, “Proquest”, “Sciencedirect,“Eric”, “Web of Science”, “Google Scholar” veritabanlarında Hayat Bilgisi ve Sosyal Bilgiler derslerinde yaşam becerilerine yönelik yapılmış toplam 101çalışma oluşturmaktadır. Veriler doküman incelemesi yoluyla analiz edilmiştir. Her bir çalışma meta-sentez basamaklarına göre meta temalara ayrılmış ve analiz edilmiştir. Elde edilen bulgular sonucunda meta-sentez raporu oluşturulmuştur. Araştırmanın sonuçlarına göre; Hayat Bilgisi ve Sosyal Bilgiler derslerinde en çok “temel beceriler” üzerinde çalışıldığı görülmüştür. Sonuç olarak, çocuğun toplumsal bir kimlik kazandığı Sosyal Bilgiler ve Hayat Bilgisi derslerinde iş hayatı ve kişisel beceriler gibi diğer yaşam becerilerine yönelik çalışmaların sayısının artmasının bu derslerin 21.yüzyıl insani niteliklerine sahip bireyler yetiştirme amacına hizmet edeceği ve alana katkı sağlayacağı düşünülmektedir.

References

  • Al Masri, A., Smadi, M., Aqel, A., & Hamed, W. (2016). The inclusion of life skills in english textbooks in jordan. Journal of Education and Practice, 7(16), 81-96.
  • Altınpulluk, H., & Yıldırım, Y. 2010-2019 yılları arasında yayınlanan 21. yüzyıl becerileri araştırmalarının incelenmesi. Anadolu Journal of EducationalSciences International, 11(1), 438-461. https://doi.org/10.18039/ajesi.734426.
  • Area-Moreira, M., &Pessoa, T. (2012). From solid to liquid: new literacies to the cultural changes of web 2.0. Comunicar: Revista Científica de Comunicación y Educación, 19(38), 13-20.
  • Arık, R. S.,& Türkmen, M. (2009). Eğitim bilimleri alanında yayımlanan bilimsel dergilerde yer alan makalelerin incelenmesi. RetrievedDecember 2009. http://oc.eab.org.tr/egtconf/pdfki- tap/pdf/488.pdf.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.https://doi.org/10.1016/0749-5978(91)90022-L. Bastık, U. (2019). Hayat bilgisi dersinde yaşam becerilerinin kazandırılmasına yönelik öğretmen görüşleri [Yayınlanmamış yüksek lisans tezi]. Gaziantep Üniversitesi. Bayer, R., &Fischer, K. (2019). Correlatingproject learning treeto 4-h life skills: connections and implications. Journal of Extension, 57(5), 27.https://tigerprints.clemson.edu/joe/vol57/iss5/27
  • Bolat, Y., & Korkmaz, C. (2021). Socialvalues and life skills as predictors of organizationalculture: A study on teachers. Sage Open, 11(2), 1-17. https://doi.org/10.1177%2F21582440211023179 Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. Cimatti, B. (2016). Definition, development, assessment of soft skills and their role forthequality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130.
  • Clark, G. M. (1994). Is a functional curriculum approach compatible with an inclusive education model? TeachingExceptionalChildren, 26(2), 36-39.
  • Cooperstein, S. E., &Kocevar‐Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review,31(2). 141-148.
  • Coskuner, Z., Büyükçelebi, H., Kurak, K., &Açak, M. (2021). Examining the ımpact of sports on secondary education students' life skills. International Journal of Progressive Education, 17(2), 292-304.
  • Deveci, I., Konuş, F. Z., &Aydiz, M. (2018). Investigation in terms of life skills of the 2018 science curriculum acquisitions. Çukurova University. Faculty of EducationJournal, 47(2), 765-797.
  • Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., &Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://journals.sagepub.com/doi/pdf/10.1177/2158244014522633.
  • Eskici, G. Y., &Özsevgeç, T. (2019). Yaşam becerileri ile ilgili çalışmaların tematik içerik analizi: bir meta-sentez çalışması. International e-Journal of EducationalStudies, 3(5), 1-15.https://doi.org/10.31458/iejes.421255.
  • Farisi, M. (2016). Developing the 21st-century social studies skills through technology integration. Turkish Online Journal of Distance Education, 17(1), 16-30.
  • Gatumu, J. C., &Kathuri, W. N. (2018). An exploration of life skillsprogramme on pre-schoolchildren in embuwest, kenya. Journal of Curriculum and Teaching, 7(1), 1-6.
  • Göktaş, Y., Hasancebi, F., Varisoglu, B., Akcay, A., Bayrak, N., Baran, M., &Sozbilir, M. (2012). Trends in educational research in turkey: a content analysis. Educational Sciences: Theory and Practice, 12(1), 455-460.
  • Griffith, J. S. (1999). DARE‐ingto be Different? A drug prevention and life skills education programme for primary schools. Early Child Development And Care, 158(1), 95-105.
  • Gunning, C., Holloway, J., &Grealish, L. (2020). An evaluation of parents as behaviorchangeagents in thepreschool life skills program. Journal of Applied Behavior Analysis, 53(2), 889-917.
  • Hemphill, M. A., Gordon, B., & Wright, P. M. (2019). Sports as a passport to success: Life skill integration in a positive youth development program. Physical Education and Sport Pedagogy, 24(4), 390-401.
  • Hodge, K., Danish, S., & Martin, J. (2013). Developing a conceptual framework for life skills interventions. The Counseling Psychologist, 41(8), 1125-1152.
  • Jessor, R. (2018). Reflections on six decades of research on adolescent behavior and development. Journal of Youth And Adolescence, 47(3), 473-476.
  • Karakuş, C. (2021). İlkokul Hayat Bilgisi programı (2018) kazanımlarının yaşam becerileri yönünden incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 1-25.
  • Kasapoglu, K., & Didin, M. (2019). Life skills as a predictor of psychological well-being of pre-service pre-school teachers in turkey. International Journal of Contemporary Educational Research, 6(1), 70-85.
  • Katz, R. L. (2009). Skills of an effective administrator. Harvard Business ReviewPress.
  • Kurtdede-Fidan, N., &Aydogdu, B. (2018). Life skillsfromtheperspectives of classroom and scienceteachers. International Journal of Progressive Education, 14(1), 32-55.
  • Lee, G. Y., & Lee, D. Y. (2019). Effects of a life skills-based sexuality education programme on the life-skills, sexuality knowledge, self-management skills for sexual health, and programme satisfaction of adolescents. SexEducation, 19(5), 519-533.
  • Lee, N. E. (2018). Skillsforthe 21st century: A meta-synthesis of soft-skills and achievement. Canadian Journal of Career Development, 17(2), 73-86.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expandedsourcebook. Sage.
  • Milli Eğitim Bakanlığı. (2018a). Hayat Bilgisi dersi öğretim programı. Devlet Kitapları Basım Evi.
  • Milli Eğitim Bakanlığı. (2018b). Sosyal Bilgiler dersi öğretim programı. Devlet Kitapları Basım Evi.
  • Özmete, E. (2008). Gençlere yönelik yaşam becerileri ölçeğinin geliştirilmesi geçerlik ve güvenirlik çalışmaları, Milli Eğitim, 36(177), 253-269.
  • Öztürk, F. Z. Ö., & Sığnaktekin, C. (2021).Türkiye’de sosyal bilgiler eğitimi alanında hazırlanan tarih konulu lisansüstü tezlerdeki eğilimler: bir meta-sentez çalışması. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 5(1), 152-176.
  • Partnership for 21st Century Skills. (2009). Curriculum and Instruction: A 21st Century Skills Implementation Guide. Tucson: Partnership for 21st Century Skills. https://eric.ed.gov/?id=ED519422
  • Robinson, C. W., &Zajicek, J. M. (2005). Growingminds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. Hort Technology, 15(3), 453-457.
  • Robison, M. A., Mann, T. B., &Ingvarsson, E. T. (2020). Life skills instruction for children with developmental disabilities. Journal of Applied Behavior Analysis, 53(1), 431-448.
  • Tarman, B., Acun, I., & Yüksel, Z. (2010). Evaluation of theses in thefield of socialstudieseducation in Turkey. Gaziantep UniversityJournal of Social Sciences, 9(3), 725-746.
  • Tran, T. L. T., Phan, H. M. T., Nguyen, A. N. T., &Nguyen, H. D. (2021). Correlations between living values and life skills of secondary school students in vietnam. European Journal of ContemporaryEducation, 10(1), 148-158.
  • Tyagi, C., &Kumari, A. (2021). Acquisition of life skills through social media by senior secondary students. Journal on School Educational Technology, 16(3), 43-52.
  • UNESCO.(2008).Gender-Responsive life skills-based education. Advocacy brief. Bangkok: UNESCO. https://books.google.com.tr/books/about/Gender_Responsive_Life_Skills_Based_Ed uc.html?id=tjRKuwEACAAJ&redir_esc=
  • UNICEF. (2006). Investing in our future: A framework for accelerating action for the sexual and reproductive health of young people. World Health Organization. https://apps.who.int/iris/handle/10665/20694
  • Ümmet, D., & Demirci, G. (2017). Yaşam becerileri eğitimi kapsamında yürütülen grupla psikolojik danışma uygulamasının ortaokul öğrencilerinin iyi oluşları üzerindeki etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 45(45), 153-170.
  • Väisänen, S., &Hirsto, L. (2020). How can flipped classroom approach support the development of university students’ working life skills?—university teachers’ viewpoint. Education Sciences, 10(12), 366.
  • Walsh, D. & Downe, S. (2005). Nitel araştırma için meta-sentez yöntemi: bir literatür taraması. İleri Hemşirelik Dergisi, 50 (2), 204-211.
  • World Health Organization . (2001). Regional framework for introducing life skills education to promote the health of adolescents. http://apps.searo.who.int/pds_docs/ B3352.pdf
  • World Health Organization. (1993). Division of Mental Health. Life skills education for children and adolescents in schools. Pt.3, Training workshops for the development and implementation of life skills programmes, 1st rev. World Health Organization.https://apps.who.int/iris/handle/10665/59117
  • World Health Organization. (2003). Skills for health : skills-based health education including life skills : an important component of a child-friendly/healthpromotingschool. World Health Organization. https://apps.who.int/iris/handle/10665/42818.
  • World Health Organisation. (1999). WHO information series on school health. Preventing hiv/aids/sti and related discrimination: An important responsibility of health promoting schools. Erişim adresi: https://www.unicef.org/lifeskills/files/gshihiv.pd.

Trends of Life Skills in Life Studies and Social Studies courses: A Meta-Synthesis Study

Year 2022, , 1 - 35, 21.04.2022
https://doi.org/10.33711/yyuefd.1059300

Abstract

The study aims to determine the trends of life skills in Life Studies and Social Studies courses. For this aim, qualitative meta-synthesis method was preferred in the study. The study group of the research consists of a total of 101 studies life skills in Life Sciences and Social Studies courses in the “YÖK National Thesis Center”, “Proquest”, “Sciencedirect,” “Eric”, “Web of Science”, “Google Scholar” databases between the years 2005-2021. Data were analyzed by document review. Each study was divided into meta-themes and analyzed according to the meta-synthesis steps. As a result of the findings, a meta-synthesis report was created. According to the results of the study; It was observed that "basic skills" were studied mostly in Life Sciences and Social Studies courses. As a result, the increase in the number of other life skills studies such as business life and personal skills in Social Studies and Life Studies courses, where the child gains a social identity, will serve the purpose of raising individuals with 21st century human qualities and contribute to the field.

References

  • Al Masri, A., Smadi, M., Aqel, A., & Hamed, W. (2016). The inclusion of life skills in english textbooks in jordan. Journal of Education and Practice, 7(16), 81-96.
  • Altınpulluk, H., & Yıldırım, Y. 2010-2019 yılları arasında yayınlanan 21. yüzyıl becerileri araştırmalarının incelenmesi. Anadolu Journal of EducationalSciences International, 11(1), 438-461. https://doi.org/10.18039/ajesi.734426.
  • Area-Moreira, M., &Pessoa, T. (2012). From solid to liquid: new literacies to the cultural changes of web 2.0. Comunicar: Revista Científica de Comunicación y Educación, 19(38), 13-20.
  • Arık, R. S.,& Türkmen, M. (2009). Eğitim bilimleri alanında yayımlanan bilimsel dergilerde yer alan makalelerin incelenmesi. RetrievedDecember 2009. http://oc.eab.org.tr/egtconf/pdfki- tap/pdf/488.pdf.
  • Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.https://doi.org/10.1016/0749-5978(91)90022-L. Bastık, U. (2019). Hayat bilgisi dersinde yaşam becerilerinin kazandırılmasına yönelik öğretmen görüşleri [Yayınlanmamış yüksek lisans tezi]. Gaziantep Üniversitesi. Bayer, R., &Fischer, K. (2019). Correlatingproject learning treeto 4-h life skills: connections and implications. Journal of Extension, 57(5), 27.https://tigerprints.clemson.edu/joe/vol57/iss5/27
  • Bolat, Y., & Korkmaz, C. (2021). Socialvalues and life skills as predictors of organizationalculture: A study on teachers. Sage Open, 11(2), 1-17. https://doi.org/10.1177%2F21582440211023179 Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. Cimatti, B. (2016). Definition, development, assessment of soft skills and their role forthequality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130.
  • Clark, G. M. (1994). Is a functional curriculum approach compatible with an inclusive education model? TeachingExceptionalChildren, 26(2), 36-39.
  • Cooperstein, S. E., &Kocevar‐Weidinger, E. (2004). Beyond active learning: A constructivist approach to learning. Reference Services Review,31(2). 141-148.
  • Coskuner, Z., Büyükçelebi, H., Kurak, K., &Açak, M. (2021). Examining the ımpact of sports on secondary education students' life skills. International Journal of Progressive Education, 17(2), 292-304.
  • Deveci, I., Konuş, F. Z., &Aydiz, M. (2018). Investigation in terms of life skills of the 2018 science curriculum acquisitions. Çukurova University. Faculty of EducationJournal, 47(2), 765-797.
  • Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., &Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1). https://journals.sagepub.com/doi/pdf/10.1177/2158244014522633.
  • Eskici, G. Y., &Özsevgeç, T. (2019). Yaşam becerileri ile ilgili çalışmaların tematik içerik analizi: bir meta-sentez çalışması. International e-Journal of EducationalStudies, 3(5), 1-15.https://doi.org/10.31458/iejes.421255.
  • Farisi, M. (2016). Developing the 21st-century social studies skills through technology integration. Turkish Online Journal of Distance Education, 17(1), 16-30.
  • Gatumu, J. C., &Kathuri, W. N. (2018). An exploration of life skillsprogramme on pre-schoolchildren in embuwest, kenya. Journal of Curriculum and Teaching, 7(1), 1-6.
  • Göktaş, Y., Hasancebi, F., Varisoglu, B., Akcay, A., Bayrak, N., Baran, M., &Sozbilir, M. (2012). Trends in educational research in turkey: a content analysis. Educational Sciences: Theory and Practice, 12(1), 455-460.
  • Griffith, J. S. (1999). DARE‐ingto be Different? A drug prevention and life skills education programme for primary schools. Early Child Development And Care, 158(1), 95-105.
  • Gunning, C., Holloway, J., &Grealish, L. (2020). An evaluation of parents as behaviorchangeagents in thepreschool life skills program. Journal of Applied Behavior Analysis, 53(2), 889-917.
  • Hemphill, M. A., Gordon, B., & Wright, P. M. (2019). Sports as a passport to success: Life skill integration in a positive youth development program. Physical Education and Sport Pedagogy, 24(4), 390-401.
  • Hodge, K., Danish, S., & Martin, J. (2013). Developing a conceptual framework for life skills interventions. The Counseling Psychologist, 41(8), 1125-1152.
  • Jessor, R. (2018). Reflections on six decades of research on adolescent behavior and development. Journal of Youth And Adolescence, 47(3), 473-476.
  • Karakuş, C. (2021). İlkokul Hayat Bilgisi programı (2018) kazanımlarının yaşam becerileri yönünden incelenmesi. Kocaeli Üniversitesi Eğitim Dergisi, 4(1), 1-25.
  • Kasapoglu, K., & Didin, M. (2019). Life skills as a predictor of psychological well-being of pre-service pre-school teachers in turkey. International Journal of Contemporary Educational Research, 6(1), 70-85.
  • Katz, R. L. (2009). Skills of an effective administrator. Harvard Business ReviewPress.
  • Kurtdede-Fidan, N., &Aydogdu, B. (2018). Life skillsfromtheperspectives of classroom and scienceteachers. International Journal of Progressive Education, 14(1), 32-55.
  • Lee, G. Y., & Lee, D. Y. (2019). Effects of a life skills-based sexuality education programme on the life-skills, sexuality knowledge, self-management skills for sexual health, and programme satisfaction of adolescents. SexEducation, 19(5), 519-533.
  • Lee, N. E. (2018). Skillsforthe 21st century: A meta-synthesis of soft-skills and achievement. Canadian Journal of Career Development, 17(2), 73-86.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expandedsourcebook. Sage.
  • Milli Eğitim Bakanlığı. (2018a). Hayat Bilgisi dersi öğretim programı. Devlet Kitapları Basım Evi.
  • Milli Eğitim Bakanlığı. (2018b). Sosyal Bilgiler dersi öğretim programı. Devlet Kitapları Basım Evi.
  • Özmete, E. (2008). Gençlere yönelik yaşam becerileri ölçeğinin geliştirilmesi geçerlik ve güvenirlik çalışmaları, Milli Eğitim, 36(177), 253-269.
  • Öztürk, F. Z. Ö., & Sığnaktekin, C. (2021).Türkiye’de sosyal bilgiler eğitimi alanında hazırlanan tarih konulu lisansüstü tezlerdeki eğilimler: bir meta-sentez çalışması. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 5(1), 152-176.
  • Partnership for 21st Century Skills. (2009). Curriculum and Instruction: A 21st Century Skills Implementation Guide. Tucson: Partnership for 21st Century Skills. https://eric.ed.gov/?id=ED519422
  • Robinson, C. W., &Zajicek, J. M. (2005). Growingminds: The effects of a one-year school garden program on six constructs of life skills of elementary school children. Hort Technology, 15(3), 453-457.
  • Robison, M. A., Mann, T. B., &Ingvarsson, E. T. (2020). Life skills instruction for children with developmental disabilities. Journal of Applied Behavior Analysis, 53(1), 431-448.
  • Tarman, B., Acun, I., & Yüksel, Z. (2010). Evaluation of theses in thefield of socialstudieseducation in Turkey. Gaziantep UniversityJournal of Social Sciences, 9(3), 725-746.
  • Tran, T. L. T., Phan, H. M. T., Nguyen, A. N. T., &Nguyen, H. D. (2021). Correlations between living values and life skills of secondary school students in vietnam. European Journal of ContemporaryEducation, 10(1), 148-158.
  • Tyagi, C., &Kumari, A. (2021). Acquisition of life skills through social media by senior secondary students. Journal on School Educational Technology, 16(3), 43-52.
  • UNESCO.(2008).Gender-Responsive life skills-based education. Advocacy brief. Bangkok: UNESCO. https://books.google.com.tr/books/about/Gender_Responsive_Life_Skills_Based_Ed uc.html?id=tjRKuwEACAAJ&redir_esc=
  • UNICEF. (2006). Investing in our future: A framework for accelerating action for the sexual and reproductive health of young people. World Health Organization. https://apps.who.int/iris/handle/10665/20694
  • Ümmet, D., & Demirci, G. (2017). Yaşam becerileri eğitimi kapsamında yürütülen grupla psikolojik danışma uygulamasının ortaokul öğrencilerinin iyi oluşları üzerindeki etkisi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 45(45), 153-170.
  • Väisänen, S., &Hirsto, L. (2020). How can flipped classroom approach support the development of university students’ working life skills?—university teachers’ viewpoint. Education Sciences, 10(12), 366.
  • Walsh, D. & Downe, S. (2005). Nitel araştırma için meta-sentez yöntemi: bir literatür taraması. İleri Hemşirelik Dergisi, 50 (2), 204-211.
  • World Health Organization . (2001). Regional framework for introducing life skills education to promote the health of adolescents. http://apps.searo.who.int/pds_docs/ B3352.pdf
  • World Health Organization. (1993). Division of Mental Health. Life skills education for children and adolescents in schools. Pt.3, Training workshops for the development and implementation of life skills programmes, 1st rev. World Health Organization.https://apps.who.int/iris/handle/10665/59117
  • World Health Organization. (2003). Skills for health : skills-based health education including life skills : an important component of a child-friendly/healthpromotingschool. World Health Organization. https://apps.who.int/iris/handle/10665/42818.
  • World Health Organisation. (1999). WHO information series on school health. Preventing hiv/aids/sti and related discrimination: An important responsibility of health promoting schools. Erişim adresi: https://www.unicef.org/lifeskills/files/gshihiv.pd.
There are 46 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Derya Bekiroğlu 0000-0002-5322-8290

Nur Ütkür Güllühan 0000-0003-2062-5430

Publication Date April 21, 2022
Published in Issue Year 2022

Cite

APA Bekiroğlu, D., & Ütkür Güllühan, N. (2022). Hayat Bilgisi ve Sosyal Bilgiler Derslerinde Yaşam Becerilerinin Eğilimleri: Bir Meta-Sentez Çalışması. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 1-35. https://doi.org/10.33711/yyuefd.1059300