TY  - JOUR
T1  - The Impact of Transformative Learning Theory on Students' Conflict Resolution Skill in Social Studies Course
TT  - Sosyal Bilgiler Dersinde Dönüşümsel Öğrenme Kuramının Öğrencilerin Çatışma Çözme Becerisine Etkisi
AU  - Bayram, Hüseyin
PY  - 2023
DA  - December
Y2  - 2023
DO  - 10.17556/erziefd.1330054
JF  - Erzincan Üniversitesi Eğitim Fakültesi Dergisi
JO  - EUJEF
PB  - Erzincan Binali Yıldırım Üniversitesi
WT  - DergiPark
SN  - 2148-7758
SP  - 665
EP  - 682
VL  - 25
IS  - 4
LA  - en
AB  - In this study, it was aimed to examine the impact of transformative learning theory on students' conflict resolution skill in social studies course. Embedded design, one of the mixed research methods, was used in the study. The participant group was formed by multi-stage mixed sampling method. The participant group included a social studies teacher and 51 students in the 5th grade. Conflict resolution skill scale, two semi-structured interview forms and unstructured observation were used to collect the data. Independent sample t-test and covariance analysis were used to analyse the statistical data, while content analysis was used to analyse the qualitative data. At the end of the study, it was found that transformative learning theory increased students' conflict resolution skills. The results also revealed that social studies courses conducted with transformative learning theory were seen by the participants as processes that confuse students' minds, surprise them, make them doubt, lead them to questioning and multidimensional thinking. It was also found that the participants thought that the courses provided students with various knowledge and values, encouraged them to research, analyse and synthesize, and act in a controlled manner. Depending on the results obtained, recommendations for education planners and researchers were developed.
KW  - Social studies course
KW  - transformative learning theory
KW  - conflict resolution skill
KW  - impact
N2  - Bu araştırmada, sosyal bilgiler dersinde dönüşümsel öğrenme kuramının öğrencilerin çatışma çözme becerisine etkisinin incelenmesi amaçlanmıştır. Araştırma, karma araştırma yöntemlerinden gömülü desen ile yürütülmüştür. Araştırmanın katılımcı grubu çok aşamalı karma örnekleme yöntemi ile oluşturulmuştur. Katılımcı grupta bir sosyal bilgiler öğretmeni ve 51 tane 5. sınıf öğrencisi yer almıştır. Verilerin toplanmasında Çatışma Çözme Becerisi Ölçeği, iki adet yarı yapılandırılmış görüşme formu ve yapılandırılmamış gözlem kullanılmıştır. İstatistiksel verilerin analizinde bağımsız örneklemler için t-testi ve kovaryans analizi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırma sonunda sosyal bilgiler dersinde uygulanan dönüşümsel öğrenme kuramının öğrencilerin çatışma çözme becerilerinin gelişmesine katkı sağladığı belirlenmiştir. Öte taraftan dönüşümsel öğrenme kuramı ile yürütülen sosyal bilgiler derslerinin katılımcılar tarafından öğrencilerin zihinlerini karıştıran, onları şaşırtan, şüpheye düşüren, sorgulamaya ve çok boyutlu düşünmeye yönelten süreçler olarak görüldüğü tespit edilmiştir. Araştırmada ayrıca katılımcıların söz konusu derslerin öğrencileri araştırma yapmaya, analiz ve sentez yapmaya, kontrollü davranmaya yönelttiği ve öğrencilere çeşitli bilgi ve değerler kazandırdığı yönünde bakış açısına sahip oldukları da saptanmıştır. Araştırmada elde edilen sonuçlar kapsamında eğitim planlamacılarına ve araştırmacılara yönelik öneriler geliştirilmiştir.
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UR  - https://doi.org/10.17556/erziefd.1330054
L1  - https://dergipark.org.tr/tr/download/article-file/3275441
ER  -