Yurttaşlık okuryazarlığı eğitim programının öğrenci yeterliliklerine etkisi

Öz

Öğrencilerin beceri ve yeterliliklerini artırabilmeleri ve topluma karşı olumlu benlik geliştirebilmeleri için yurttaşlık okuryazarlığı eğitim programları tasarlanmalıdır. Araştırma iki aşamadan oluşmaktadır. Birinci aşamada ölçek Türkçe’ye uyarlanmıştır. İkinci aşamada ise tasarlanan öğretim programının uygulaması ve bu aşamada ölçek veri toplama aracı olarak kullanılmıştır. Bu araştırmanın amacı yurttaşlık okuryazarlığı eğitim programı yolu ile öğrencilerin demokratik sürece başarılı bir şekilde katılabilmeleri için gerekli bilgi ve beceriler ile donatmak ve yurttaşlık okuryazarlığı yetkinliklerinin artması için tasarlanan öğretim yaklaşımlarının etkililiğini ortaya koymaktır. Araştırmada tek gruplu öntest-sontest modeli uygulanmıştır. Araştırmanın çalışma grubunu 2022-2023 eğitim öğretim yılında Düzce ili Kaynaşlı ilçesinde bir ortaokulda öğrenim gören 25 öğrenci oluşturmaktadır. Çalışma 14 hafta 35 saatlik bir süreci kapsamaktadır. Araştırmada veri toplama aracı olarak yurttaşlık modeli ölçeği kullanılmıştır. Araştırmanın verileri bağımlı örneklem t testi ile çözümlenmiştir. Araştırma bulgularına göre yurttaşlık okuryazarlığı eğitim programının öğrencilere uygulamadan önce ve uyguladıktan sonra elde edilen ön test puanları ve son test puanları incelendiğinde uygulama sonrasında elde edilen son test puanın anlamlı ölçüde yüksek olduğu saptanmıştır. Verilerin daha fazla popülasyona genellenebilmesi için daha büyük çalışma grupları ile araştırmalar yapılabilir.

Anahtar Kelimeler

• Eğitim
• yurttaşlık
• okuryazarlık
• ölçek

The effect of the civic literacy education program on student competencies

Öz

Civic literacy education programs should be designed so that students can increase their skills and competencies and develop a positive self-image towards society. The research consisted of two stages. In the first stage, the scale was adapted to Turkish. In the second stage, the designed curriculum was implemented, and in this stage, the scale was used as a data collection tool. The aim of this research is to equip students with the necessary knowledge and skills to successfully participate in the democratic process through a civic literacy education program and to reveal the effectiveness of teaching approaches designed to increase their civic literacy competencies. A single-group pretest-posttest model was applied in the research. The study group consists of 25 students studying at a secondary school in Kaynaşlı district of Düzce province in the 2022-2023 academic year. The study covers a period of 14 weeks and 35 hours. The citizenship model scale was used as the data collection tool in the research. The data of the research were analyzed with a dependent sample t-test. According to the research findings, when the pre-test and post-test scores obtained before and after the application of the civic literacy education program to the students were examined, it was determined that the post-test score obtained after the application was significantly higher. Research can be conducted with larger study groups so that the data can be generalized to a larger population.

Anahtar Kelimeler

• Education
• citizenship
• literacy
• scale

Kaynakça

1. Adeyi, M. O. (2017). Contextual and dispositional factors as predictors of senior secondary school students’ commitment to civic participation in Southwest, Nigeria. [Unpublished PhD thesis]. Ekiti State University, Ado-Ekiti, Nigeria.
2. Ajiboye, J., & Silo, N. (2008). Enhancing Botswana children's environmental knowledge, attitudes and practices through the school civics club. International Journal of Environmental & Science Education, 3(3), 105-114.
3. Akdağ, M. (2006). Eğitimde program değerlendirme ve istatistiksel yöntemler. mustafa+akda%C4%9F+e%C4%9Fitimde+program+de%C4%9Ferlendirme&oq 15.06.2020 tarihinde erişilmiştir.
4. Barr, R. D., Barth, J. L., & Shermis, S. S. (1978). Defining the social studies. National Council for the Social Studies.
5. Barth, J. L., & Demirtaş, A. (1997). İlköğretim sosyal bilgiler öğretimi. Bursa: Aktüel Yayınları.
6. Bello, M. B., Daramola, D.S., Yusuf, A., Uyanne, E. O., & Sodiq, T. B. (2017). Social Studies and Civic Education: IS there any point of contact? Nigerian Journal of Social Studies, 20(2), 68-81.
7. Bello, B., Onipede, M., & Ajayi, O. (2017). The role of civic education in promoting responsible citizenship among secondary school students. Journal of Educational Research and Reviews, 5(4), 105–115.
8. Berns, R. G., & Erickson, P. M. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy. The Highlight Zone. 5.

9. Berns, R. G., & Erickson, P. M. (2001). Contextual teaching and learning: Preparing students for the new economy. The Highlight Zone, 5.
10. Blevins, B., & LeCompte, K. (2015). I am engaged: Action civics in four steps. Social Studies and the Young Learner, 27(4), 23-26.
11. Brandson, M. (1998). The Role of Civic Education. A Forthcoming Education Policy Task Force Position Paper from the Communitarian Network. Washington, DC: The George Washington University.
12. Büyüköztürk Ş., Kılıç Çakmak E., Akgün Ö. E., Karadeniz Ş., & Demirel F. (2018). Bilimsel araştırma yöntemleri. (24. Basım). Pegem Akademi.
13. Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
14. Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
15. Carnegie Corporation. (2011). A new civic mission of schools. http://carnegie.org/ publications/ 21.04.2022 tarihinde erişilmiştir.
16. Carnegie Corporation of New York [CIRCLE] (2003). The civic mission of schools. New York: Carnegie Corporation of New York and CIRCLE. [https://www.carnegie.org/publications/the-civic-mission-of-schools/21.05.2022] tarihinde erişilmiştir.
17. Clabough, J., & Clyde R. G. (2021). Civic education: The mission of NCSS. Social Education 85(5), 306–309.
18. Crocker, L., & Algina, J. (2006). Introduction to classical and modern test theory. Fort Worth, FL: Harcourt Brace Jovanovich College Publishers.
19. Çalışkan, H., & Uzunkol, F. (2021). Sosyal Bilgiler dersinin temel amacı olarak etkili vatandaş yetiştirme. Sosyal Bilimler Eğitim Dergisi, 10(2), 150–165.
20. Düerr, K., Spajić-Vrkaš, V. ve Ferriera, I. (2000). Learning for democratic Citizenship: Methods, Practices and Approaches. Strasbourg: Council of Europe.
21. Ferreti, P., & Okolo, M.C. (1996). Authenticity in learning: multimedia design projects in the social studies for students with disabilities. Journal of Learning Disabilities, 29(5), 450-460.
22. Flanagan, C. A., Syvertsen, A. K., & Stout, M. D. (2007). Civic Measurement Models: Tapping Adolescents' Civic Engagement. CIRCLE Working Paper 55. Center for Information and Research on Civic Learning and Engagement (CIRCLE).
23. Golston, S. (2010). Project citizen and the civic development of adolescent students. National Council for the Social Studies.
24. Grindal, K. (1997). Basic Concepts and Core Competences, the Approach in Norway. Strasbourg: Council of Europe, Doc. DECS/CIT (97)24.
25. Hylton, M. E. (2018). The role of civic literacy and social empathy on rates of civic engagement among university students. Journal of Higher Education Outreach & Engagement, 22(1), 87-106.
26. Hylton, K. (2018). Contesting 'race' and sport: Shaming the colour line. Routledge.
27. Keegan, P. (2021). Critical affective civic literacy: A framework for attending to political emotion in the social studies classroom. The Journal of Social Studies Research, (45), 15-24.
28. Kennedy, S. S., Braun, E. & Tynes, A. (2011). Civic Literacy: Charting the Dimensions and Consequences of a Civic Deficit. https://www.sheilakennedy.net/2011/06/civic-literacy-charting-the-dimensions-and-consequences-of-a-civic-deficit/ 21.04.2022 tarihinde erişilmiştir.
29. Kingston, A. (1983). Understanding the intersections: Defining civic literacy. Journal of Political Education, 5(1), 45–60.
30. Leake, E. (2012). The Open Gates of the Fourth Estate: Civic Literacy Meets Citizen Journalism. In Composition Forum. Association of Teachers of Advanced Composition. 25, 1-16.
31. Levine, P. (2007). The future of democracy. Developing the next generation of American citizens. Lebanon, NH: Tufts University Press.
32. Morales, L., & Geurts, P. (2007). In citizenship and involvement in European democracies. A comparative analysis. J.W. van Deth, J.R. Montero, & A. Westholm (Eds.) Associational involvement (pp. 135–157). London: Routledge.
33. Marczyk, G., DeMatteo, D., & Festinger, D. (2005). Essentials of research design and methodology. New York: John Wiley & Sons Inc.
34. Martone, E. (2020). Integrating News Media into History Classes to Teach both Content and Civic Literacy Skills. The Councilor: A Journal of the Social Studies, 82(2), 6.
35. Mezhova, M. V. (2013). Civic literacy in the space of intercultural communication. European Researcher, 42(2), 508-512.
36. Millî Eğitim Bakanlığı (MEB). (2018). Sosyal Bilgiler Dersi Öğretim Programı (İlkokul ve Ortaokul 4, 5, 6 ve 7. Sınıflar). MEB Yayınları.
37. Milner, M. (2001). The framework of competence: Knowledge and skills for active citizenship. Civic Engagement Quarterly, 8(4), 305–320.
38. Morales, L., & Geurts, P. (2007). Associational involvement. In J. W. van Deth, J. R. Montero, & A. Westholm (Eds.), In citizenship and involvement in European democracies. A comparative analysis (pp. 135–157). Routledge.
39. National Council for the Social Studies [NCSS]. (2017). National standards for social studies teachers. NCSS.
40. Olayinka, A. R. B., & Elijah, O. S. (2019). Level of civic knowledge and attitude as antidotes of civic engagement among secondary school students in Oyo State, Nigeria. International Journal of Education and Literacy Studies, 7(4), 124-128.
41. Öztürk, C. (2015). Vatandaşlık eğitiminde sosyal bilgiler dersinin rolü: İlköğretim basamağı. Uluslararası Eğitim Araştırmaları Dergisi, 7(4), 88–102.
42. Patton, M. Q. (2005). Qualitative research. New York: John Wiley & Sons, Ltd.
43. Piñgul, F. S. (2015). Measuring the ımpact of a supplemental civic education program on students' civic attitude and efficacy beliefs. Journal of Education and Training Studies, 3(2), 61-69.
44. Piršl, E., Marušić-Štimac, O., Pokrajac-Bulian, A., & Ivić, S. (2007). The attitudes of students and teachers towards civic education and human rights. Metodički obzori, 2(2), 19-34.
45. Preacher, K. J., & MacCallum, R. C. (2002). Exploratory factor analysis in behavior genetics research: Factor recovery with smallsample size. Behavior Genetics, 32(2), 153-161.
46. Rigdon, E. E. (1996). CFI versus RMSEA: A comparison of two fit indexes for structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 3(4), 369–379.
47. Saputra, I., & Muchtarom, M. (2020). Civic Literacy Reinforcement to Cope with the Age of Free Flow of Information: Lesson Learned from Students in Boarding School Environment. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 1183-1191). Atlantis Press.
48. Sönmez, Ö. F., Merey, Z., & Kaymakcı, S. (2009). Vatandaşlık ve insan hakları eğitimi alanında yapılan yüksek lisans ve doktora tezlerinin değerlendirilmesi. Uluslararası Avrupa Birliği, Demokrasi, Vatandaşlık ve Vatandaşlık Eğitimi Sempozyumu, 28-30.
49. Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory into Practice, 34(3), 166-173.
50. Terkla, D., O'Leary, L., Wilson, N., & Diaz, A. (2007). Civic engagement assessment: Linking activities to attitudes. Assessment Update: Progress, Trends, and Practices in Higher Education, 19(3), 1-16.
51. Tyner A., & Kabourek, S. (2021) How social studies ımproves elementary literacy? Social Education, 85(1), 32–39.
52. Yang, Y., & Green, S.B. (2011). Coefficient alpha: a reliability coefficient for the 21st century? Journal of Psychoeducational Assessment, 29(4), 377-392.
53. Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.