Social Studies Teachers Use of Action Research As a Scientific Research Method

Abstract

In this study, the implementation of action research by social studies teachers in classrooms was investigated as a scientific research. Twenty social studies teachers working in various cities in Turkey participated in the research. Teachers had experience working in rural, district, or central schools, ranging from 3 to 20 years of professional experience. Data were collected through interviews lasting between 30 minutes to 1 hour via Zoom due to the Coronavirus disease (COVID-19). MAXQDA 2020 qualitative data analysis software was used for content analysis in the data analysis. Teachers perceive scientific research as following scientific developments, reviewing the literature, and using it in social studies classes (writing projects and achieving lesson objectives). The coding indicates that teachers do not adequately develop their professional development areas in in-service and pre-service training and do not play the role of a research-oriented teacher in their classrooms. The research revealed that teachers do not use action research as a scientific research method. Teachers are recommended to systematically carry out measurement and evaluation processes such as reflection, peer assessment, and self-assessment, viewing action research as a scientific methodology.

Keywords

• action research
• scientific thinking
• social studies teachers
• teaching profession

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