Sosyal Bilgiler Öğretmenleriyle Estetik Metinleri Keşfetme Yolculuğu: Bir Eylem Araştırması

Öz

Estetik metinlerin kullanılması ve yaratılması yoluyla estetik deneyimler edinmenin sosyal bilgiler içeriğiyle daha derin etkileşimler başlatacağı düşünüldüğünden bu araştırmanın problemini “Sosyal Bilgiler dersi öğretmenlerinin estetik metinleri nasıl işlevsel hale getirebilir?” sorusu oluşturmaktadır. Dolayısıyla bu araştırmanın amacı, estetik metinlerin Sosyal Bilgiler dersinde kullanım yollarını keşfetmek, dersin niteliğini artırmak, dersin kazanımlarını daha kalıcı bir şekilde gerçekleştirmek ve estetik deneyim aracılığıyla öğrencilerin hem psikolojik iyi oluşlarını hem de derse motivasyonlarını sağlamaktır. Bu araştırmada sosyal bilgiler dersini daha etkili hale getirmek hedeflendiğinden eylem araştırması yöntemi seçilmiştir. Bu araştırma da Sosyal Bilgiler derslerinin daha etkili hale gelmesi için bir geliştirme, dönüştürme sürecini hedeflemekte olduğu için amaçlı örnekleme kullanılarak çeşitli okullarda bilfiil görev yapmakta olan Sosyal Bilgiler öğretmenleri katılımcı olarak belirlenmiştir. Araştırmanın verileri 2022-2023 eğitim öğretim yılında muhtelif okullarda görev yapan 12 Sosyal Bilgiler öğretmeninin katıldığı eylem planı sürecinde toplanmıştır. Araştırmada kullanılan veri toplama araçları ön algı ve son algı formu, etkinlik değerlendirme rubriği, yarı yapılandırılmış görüşme formu ve araştırmacı günlüğü olarak sıralanabilir. Elde edilen veriler içerik analizi aracılığıyla çözümlenmiştir. Bu araştırmada Sosyal Bilgiler dersi öğretmenleriyle sanat etkinlikleri/estetik metinleri keşfetme yolculuğuna çıkılmıştır. Bu yolculukta yaşanan estetik deneyimlerin hem öğretmenlerin mesleki ve kişisel gelişimleri açısından hem de öğrencilerin bütüncül gelişimi bakımından etkili olacağı sonucuna varılmıştır.

Anahtar Kelimeler

• Sosyal Bilgiler Eğitimi
• Estetik Deneyim
• İlişkisel Estetik
• Eylem Araştırması

The Journey of Discovering Aesthetic Texts with Social Studies Teachers: An Action Research

Öz

Since it is thought that gaining aesthetic experiences through the use and creation of aesthetic texts will initiate deeper interactions with social studies content, the problem of this research is "How can social studies teachers make aesthetic texts functional?" poses a question. Therefore, the aim of this research is to discover the ways of using aesthetic texts in the Social Studies course, to increase the quality of the course, to realize the gains of the course in a more permanent way and to provide both the psychological well-being of the students and their motivation to the course through aesthetic experience. In this study, the action research method was chosen because it was aimed to make the social studies course more effective. Since this research aims at a development and transformation process in order to make Social Studies lessons more effective, Social Studies teachers who are actually working in various schools were determined as participants by using purposive sampling. The data of the research were collected during the action plan process, in which 12 Social Studies teachers working in various schools participated in the 2022-2023 academic year. The data collection tools used in the research can be listed as pre-perception and post-perception forms, activity evaluation rubrics, semi-structured interview forms and researcher's diary. The obtained data were analyzed through content analysis. In this research, a journey of discovering art activities/aesthetic texts was embarked on with Social Studies course teachers. It has been concluded that the aesthetic experiences experienced in this journey will be effective in terms of both the professional and personal development of teachers and the holistic development of students.

Anahtar Kelimeler

• Relational Aesthetics
• Action Research
• Social Studies Education
• Esthetic Experience

Kaynakça

1. Akhan, N. E. (2014). The use of art activities in social studies classes. Educational Research Reviews, 9(20), 954-966.
2. Alp, K. Ö. (2016). İlişkisel estetik ve kamusal alan bağlamında sanatta yeni arayışlar. Yedi: Sanat, Tasarım ve Bilim Dergisi. Yaz 2016, S. 16. 99-109.
3. Bickford, III, J. H. (2011). Students’ original political cartoons as teaching and learning tools. Social studies Research & Practice, 6, 47–59.
4. Bourriaud, N. (2009). Precarious constructions: Answer to Jacques Rancière on art and politics. Retrieved January 26, 2015 from, http://classic.skor.nl/article.4416.html?lang=en 2601/2015).
5. Bourriaud, N. (2005). İlişkisel Estetik, çev. Saadet Özen, İstanbul: Bağlam Yayınları.
6. Burstein, J. H. & Knotts, G. (2010) Creating Connections: Integrating the Visual Arts with Social studies. Social studies and the Young Learner 23 (1), pp. 20–23.
7. Cromer, M., & Clark, P. (2007). Getting graphic with the past: Graphic novels and the teaching of history. Theory & Research in Social Education, 35, 574–591. doi:10.1080/00933104.2007.10473351
8. Daykin, N., Byrne, E., Soteriou, T., and O’Connor, S. (2008). The impact of art, design and environment in mental healthcare: a systematic review of the literature. J. R. Soc. Promot. Heal. 128, 85–94. doi: 10.1177/1466424007087806

9. Desai, D., Hamlin, J., & Mattson, R. (2010). History as art, art as history: Contemporary art and social studies education. New York, NY: Routledge.
10. Dolapçıoğlu, S., Gürkan, B., & Karakuş, M. (2019). Sosyal bilgiler dersinde estetik ve estetik yaratıcılık. Pegem Eğitim ve Öğretim Dergisi, 9(3), 913-944.
11. Ender, T. & Varga, B. A. (2022) The Use of Music to Connect the Past, Present, and Future, The Social studies, 113:5, 217-222, DOI: 10.1080/00377996.2022.2034731
12. Epstein, T. (2001). Social studies and the arts. E. W. Ross (Ed.), The social studies curriculum: Purposes, problems, and possibilities içinde (s. 235-254). Albany, New York: State University of New York.
13. Garrett, H. J. & Kerr, S. L. (2016). Theorizing the Use of Aesthetic Texts in Social studies Education. Theory & Research in Social Education, 44(4), 505-531, doı: 10.1080/00933104.2016.1211047
14. Gündoğdu, M. (2018). Meşk Sisteminde Verilen Emek Bağlamında Günümüze Dair Bir Değerlendirme. A. Arslan, B. Turgut, B. Hasanov & M. Sezer (ed). Emeğin Değeri: Din Ve Emek İlişkisi içinde. (s.95-109). Zonguldak: Bülent Ecevit Üniversitesi Yayınları No: 27.
15. Houser, N. O. (2005). Arts, aesthetics, and citizenship education: Democracy as experience in a postmodern world. Theory & Research in Social Education, 33, 45–72. doi:10.1080/00933104.2005.10473271
16. Journell, W., & Buchanan, L. B. (2012). Making politics palatable: Using television drama in high school civics and government classes. The Social studies, 103, 1–11. doi:10.1080/00377996.2011.571302
17. Kabapınar, Y. (2021). Teoriyle uygulamayı buluşturan bir araştırma olarak eylem araştırmasına danışmanlık yapmak: Pratikten kaynaklanan deneyimi sunmak. Yücel Kabapınar (ed). Kuramdan uygulamaya sosyal bilgiler ve tarih öğretiminde eylem araştırmaları içinde. (s.46-85). Pegem Akademi Yayınları.
18. Kemmis, S. (2009). Action research as a practice‐based practice, Educational Action Research, 17(3), 463-474, DOI: 10.1080/09650790903093284
19. Leroux, K. & Bernadska, A. (2014). Impact of the Arts on Individual Contributions to US Civil Society, Journal of Civil Society, 10: 2, 144-164, DOI: 10.1080/17448689.2014.912479
20. Lintner, T. (2010). Using Children's Literature to Promote Critical Geographic Awareness in Elementary Classrooms. The Social studies, 101:1, 17-21, DOI: 10.1080/00377990903283981
21. Marcus, A. S., & Stoddard, J. D. (2009). The inconvenient truth about teaching history with documentary film: Strategies for presenting multiple perspectives and teaching controversial issues. The Social studies, 100, 279–284. doi:10.1080/00377990903283957
22. Marangell, J. (2020). Framing social studies lessons around works of art. George Lucas Educational Foundation. https://www.edutopia.org/article/framing-social-studieslessonsaround-works-art
23. Mastandrea, S., Fagioli, S., & Biasi, V. (2019). Art and psychological well-being: Linking the brain to the aesthetic emotion. Frontiers in Psychology. 10, 1-7. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00739/full.
24. Mazman Budak, F. (2012). Sosyal bilgiler dersinde (7. sınıf) doğal ve kültürel varlıklar aracılığı ile estetik değer eğitimi: Tokat örneği. Doktora Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
25. Melnick, S. A., Witmer, J. T. & Strickland, M. J.,(2008). "Cognition and Student Learning Through the Arts" (2008). NERA Conference Proceedings 2008. 2. https://opencommons.uconn.edu/nera_2008/2
26. Metzger, S. A., & Suh, Y. (2008). Significant or safe? Two cases of instructional uses of history feature films. Theory & Research in Social Education, 36, 88–109. doi:10.1080/00933104.2008.10473361
27. Moore, J. R. (2022) Art is Social studies: Teaching the Renaissance Using Raphael’s School of Athens, The Social studies, 113:4, 185-194, DOI: 10.1080/00377996.2022.2034729
28. Pennings, M. (2005). Relational aesthetics and critical culture. In Proceedings Transforming Aesthetics. Art Gallery of New South Wales:1–9. Retrieved July 07, 2017 from, https://eprints.qut.edu.au/6996/1/6996.pdf
29. Rancière, J. (2006). Thinking between disciplines: An aesthetics of knowledge. Parrhesia, 1, 1–12.
30. Rieger, K. L., and Chernomas, W. M. (2013). Arts-based learning: analysis of the concept for nursing education. Int. J. Nurs. Educ. Scholarsh. 10, 53–62. doi: 10.1515/ijnes-2012-0034
31. Rule, A. C., & Montgomery, S. E. (2011). Reflections of pre-service elementary teachers after learning about an African culture through mask-making. Social studies Research & Practice, 6, 58–74.
32. Sánchez, R. M. (2007). Music and poetry as social justice texts in the secondary classroom. Theory & Research in Social Education, 35, 646–666. doi:10.1080/00933104.2007.10473354
33. Schul, J. E. (2014) Film Pedagogy in the History Classroom: Desktop Documentary-Making Skills for History Teachers and Students. The Social studies 105:1. 15-22. DOI: 10.1080/00377996.2013.788470
34. Serriere, S. C. (2010). Carpet-time democracy: Digital photography and social consciousness in the early childhood classroom. The Social studies, 101, 60–68. doi:10.1080/00377990903285481
35. Soden, G. J., & Castro, A. J. (2013). Using contemporary music to teach critical perspectives of war. Social studies Research & Practice, 8, 55–67.
36. Somekh, B. & Zeichner, K. (2009). Action research for educational reform: remodelling action research theories and practices in local contexts, Educational Action Research, 17(1), 5-21, DOI: 10.1080/09650790802667402
37. Southgate, D. E., & Roscigno, V. J. (2009). The Impact of Music on Childhood and Adolescent Achievement. Social Science Quarterly, 90, 4-21. http://dx.doi.org/10.1111/j.1540-6237.2009.00598.x
38. Spivak, G. C. (2012). An aesthetic education in the era of globalization. Cambridge, MA: Harvard University Press.
39. Suzen, H. N. (2013). Language and interpretation of aesthetics in art education. European Journal of Research on Education, 1, 33–37.
40. Swan, K. K., & Hofer, M. M. (2013). Examining student-created documentaries as a mechanism for engaging students in authentic intellectual work. Theory & Research In Social Education, 41, 133–175. doi:10.1080/00933104.2013.758018
41. Taylor, J. A., Monck, T., & Ayoub, S. (2014). Arts integration in the social studies: Research and perspectives from the field. The Councilor: A Journal of the Social studies, 75(1), 23-48.
42. Thomson, L. J., Lockyer, B., Camic, P. M., and Chatterjee, H. J. (2018). Effects of a museum-based social prescription intervention on quantitative measures of psychological wellbeing in older adults. Perspect. Public Health, 138, 28–38. doi: 10.1177/1757913917737563
43. Todd, C., Camic, P. M., Lockyer, B., Thomson, L. J. M., and Chatterjee, H. J. (2017). Museum-based programs for socially isolated older adults: understanding what works. Health Place 48, 47–55. doi: 10.1016/j.healthplace.2017.08.005
44. Trent, A. & Moran, P. (2018) We Are Wyoming: an arts integrated teaching and inquiry project. Education 3-13, 46:2, 157-173, DOI: 10.1080/03004279.2016.1208261
45. Vitulli, P., & Santoli, S. P. (2013). Visual arts and social studies: Powerful partners in promoting critical thinking skills. Social studies Research and Practice, 8(1), 117-134.
46. Wikström, B.-M. (2011). Works of art as a pedagogical tool: an alternative approach to education. Creat. Nurs. 17, 187–194. doi: 10.1891/1078-4535.17.4.187