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Examination of Foreign Students' Experiences in Social Studies Education from the Teacher's Perspective

Yıl 2023, , 234 - 253, 25.10.2023
https://doi.org/10.53047/josse.1367574

Öz

The aim of this study is to examine the experiences of foreign students towards social studies education from the perspective of teachers. Within the scope of this research, in which a case study was used, the involvement of foreign students in in-school and out-of-school learning activities was determined. The researcher's observation notes and opinions of teachers and students are the basic data collection tools. The data were interpreted by content analysis. It has been observed that foreign students have adaptation problems in the social studies course. In many topics, especially in the themes of language and culture and citizenship, it was determined that foreign students could not adapt to the class and remained below the general average in cognitive and affective terms. Foreign students who considered themselves weak in language skills stated that they could not socialize and emphasized that this situation negatively affected their participation in the Social Studies course. The elements of Turkish history, democratic government, national holidays, Turkish family structure, Turkish cultural heritage in the Social Studies course are among the topics that foreign students have difficulty in making sense of. Foreign students who came from various countries such as Syria, Iraq and Libya and took refuge in Turkey stated that they experienced conflict in their inner worlds because they tried to evaluate these themes in the Social Studies course from their own social and cultural perspectives. It may be possible to diversify projects such as PİCTES and to include teachers in these projects and to carry out the process of integrating foreign students into the society in a healthier way.

Kaynakça

  • Aktaş, V. (2022). The role of out-of-school learning environments in developing spatial thinking skills in social studies course: An action research. (Unpublished doctoral thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Aktaş, V., Tokmak, A., & Kara, İ. (2021). Examining the perspective of social studies textbooks on global problems: The example of France and Turkey. Journal of Innovative Research in Teacher Education, 2 (3), 266-289. https://doi.org/10.29329/jirte.2021.408.6
  • Ardıç Çobaner, A. (2015). Representation of Syrian refugee children in the news in the context of children's rights. Marmara Communication Journal, 24, 27-54. DOI: 10.17829/midr.20152419996
  • Arisi, R. O. (2011). Social studies education as a panacea for national security in Nigeria, African Research Review, 5(2), 254-262. DOI:10.4314/afrev.v5i2.67324
  • Baloğlu Uğurlu, N. and Akdovan, N. (2019). Refugee students from the perspective of social studies teachers. Bolu Abant İzzet Baysal University Faculty of Education Journal, 19(3), 782-801. https://doi.org/10.17240/aibuefd.2019.19.49440-501401
  • Betancourt, T. S., Frounfelker, R., Mishra, T., Hussein, A., & Falzarano, R. (2015). Addressing health disparities in the mental health of refugee children and adolescents through community-based participatory research: A study in 2 communities. American Journal of Public Health, 105(3), 475-482. doi: 10.2105/AJPH.2014.302504
  • Biçer, N. and Özaltun, H. (2020). Opinions of Syrian and Turkish students regarding the Turkish language skills of refugee secondary school students and their adaptation processes to school. Eurasian Journal of International Studies, 8(23), 348-364. https://doi.org/10.33692/avrasyad.668251
  • Cassity, E., & Gow, G. (2005). Making up for lost time: The experiences of Southern Sudanese young refugees in high schools. Youth Studies Australia, 24(3), 51–5.
  • Doğanay, A. (2004). Social Studies and social studies teaching, Life sciences and social studies teaching (4th Edition, Edt. C. Öztürk and D. Dilek). PegemA Publishing.
  • Erten Özalp, R. (2019). Problems encountered by refugee students in social studies class. (Unpublished master's thesis). Tokat Gaziosmanpaşa University, Institute of Educational Sciences, Tokat. General Directorate of Migration Management (2018). International protection: Refugee. Accessed on October 13, 2021 from http://www.goc.gov.tr/icerik3/multeci_409_546_549.
  • Harding, L., & Wigglesworth, G. (2005). Different generations, different needs: Migrant youth in English language programs. Prospect, 20(3), 6–23.
  • Kağnıcı, D. Y. (2017). Roles and responsibilities of school psychological counselors in the cultural adaptation process of Syrian refugee children. Elementary Education Online, 16(4), 1768-1776. https://doi.org/10.17051/ilkonline.2017.342990
  • Kardeş, S., and Akman, B. (2018). Teachers' views on the education of Syrian refugees. Elementary Education Online, 17(3). https://doi.org/10.17051/ilkonline.2018.466333
  • Kızıl, Ö. & Dönmez, C. (2017). Evaluation of some problems in the context of educational services and social studies education provided to Syrian refugees in Turkey. International Journal of Educational Technology and Scientific Researches, 4, 207-239.
  • Marshall, C. and Rossman, G. B. (2014). Designing qualitative research. Sage.
  • MEB. (2015). 2015-2019 Strategic plan. Retrieved on July 13, 2023 from http://sgb.meb.gov.tr/meb_iys_dosyalar/2015_09/10052958_10.09.2015sp17.15imzasz.pdf.
  • Ministry of National Education (MEB) (2018). Social studies course curriculum.
  • Naidoo, L. (2013). Refugee Action Support: an interventionist pedagogy for supporting refugee students’ learning in Greater Western Sydney secondary schools, International Journal of Inclusive Education, 17(5), 449-461.
  • Odia, A. A. (2014). Social studies as an instrument for global peace: Analytical and prescriptive perspectives, Review of Public Administration and Management, 3(5), 106-116. https://doi.org/10.56201/JPASWR
  • Oytun, O., & Gündoğar, S. S. (2015). Report on the effects of Syrian refugees on Turkey.
  • Öztürk, F. Z. (2021). Refugees in the education system: Turkish and refugee students' views. Education and Science, 46(208), 321-348. http://dx.doi.org/10.15390/EB.2021.10439
  • Pinson, H., & Arnot, M. (2007). Sociology of education and the wasteland of refugee education research. British Journal of theSociology of Education, 28(3), 399- 407. https://doi.org/10.1080/01425690701253612
  • Reçber, S. (2014), Those in Nowhere in Life: Refugees and Asylum Seekers. VI. Social Human Rights National Symposium.
  • Sarıtaş, E., Şahin, Ü. and Çatalbaş, G. (2016). Problems Encountered with Foreign Students in Primary Schools. Pamukkale University Social Sciences Institute Journal, 25 (1), 208-229.
  • Seçgin, F., & Erten Özalp, R. (2020). Problems experienced by refugee students in social studies class from teacher and student perspectives. Journal of History School, 49, 4215-4244.
  • Seçmez, N., & İlhan, G. O. (2022). Citizenship perception of 1989 Bulgarian ımmigrants living in Turkey. MSGSÜ Social Sciences, 2 (26), 354-367. DOI: 10.56074/msgsusbd.1175967
  • Sidhu, R., & Taylor, S. (2007). Education provision for refugee youth: Left to chance. Journal of Sociology, 43(3), 283–300.
  • Şahin, H. (2020). The Phenomenon of Migration, Education of Refugee Children and Turkish Education of Syrian Refugee Children System Integration Process. International Turkish Literature Culture Education (TEKE) Journal, 9(1), 377-394.
  • Şeker, B. D., & Aslan, Z. (2015). Refugee children in the education process: A social psychological evaluation. AKU Journal of Theoretical Educational Sciences, 8(1), 86-105. https://doi.org/10.5578/keg.8234
  • Temur, M. and Özalp, M.T. (2022). Problems and solution suggestions of immigrant students from the perspective of classroom teachers. Maarif Mektepleri International Journal of Educational Sciences, 6(2), 110-141. https://doi.org/10.46762/mamulebd.1210547
  • Tokmak, A., & Kara, İ. (2023). Analysis of the practices of the organization of Turkish states countries towards their citizens living abroad. MANAS Journal of Social Research, 12 (2), 677-690. DOI: 10.33206/mjss.1251578
  • Tokmak, A., Yılmaz, A., & Şeker, M. (2023). Using an alternative model in social studies course: Harezmi education model. Sakarya University Journal of Education, 13 (2), 286-325. DOI: 10.19126/suje.1268001
  • Tunç, A. Ş. (2015). Refugee behavior and social impacts: An evaluation of Syrians in Turkey. TESAM Academy Journal, 2(2), 29-63.
  • UNESCO. (2010). Module 26: Learning outside the classroom, teaching and learning for a sustainable future, Retrieved August 27, 2018 from www.unesco.org/education/tlsf/docs/module_26.doc.
  • UNHCR. (2022). UNHCR: World leaders must take action to reverse the trend of rapidly increasing displacement.
  • United Nations (1951). Geneva convention on the legal status of refugees.
  • United Nations (1967). 1967 protocol on the legal status of refugees.
  • United Nations High Commissioner for Refugees (UNHCR) (2019). Number of refugees in Turkey as of April 30, 2019. https://www.unhcr.org/tr/unhcr-turkiyeistatistikleri.
  • Uysal, M. (2022). Social studies and immigrant students: A meta-synthesis study. Journal of Innovative Research in Social Studies, 5(2), 70-94. https://doi.org/10.47503/jirss.1195748
  • Weinstein, C. S., Tomlinson Clarke, S. and Curran, M. (2003). Toward a conception of culturally responsive classroom management, Journal of Teacher Education, 55(1), 25-38. https://doi.org/10.1177%2F0022487103259812
  • Yıldırım, A. and Şimşek, H. (2008). Qualitative research methods in the social sciences (6th ed.). Seckin Publishing.
  • Zayimoğlu Öztürk, F. (2018). Evaluation of educational services provided to refugee students according to social studies teachers' opinions. Anadolu Journal of Educational Sciences International, Volume: 8 Issue: 1, 52-79. https://dergipark.org.tr/tr/pub/ajesi/issue/35457/393879
Yıl 2023, , 234 - 253, 25.10.2023
https://doi.org/10.53047/josse.1367574

Öz

Kaynakça

  • Aktaş, V. (2022). The role of out-of-school learning environments in developing spatial thinking skills in social studies course: An action research. (Unpublished doctoral thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Aktaş, V., Tokmak, A., & Kara, İ. (2021). Examining the perspective of social studies textbooks on global problems: The example of France and Turkey. Journal of Innovative Research in Teacher Education, 2 (3), 266-289. https://doi.org/10.29329/jirte.2021.408.6
  • Ardıç Çobaner, A. (2015). Representation of Syrian refugee children in the news in the context of children's rights. Marmara Communication Journal, 24, 27-54. DOI: 10.17829/midr.20152419996
  • Arisi, R. O. (2011). Social studies education as a panacea for national security in Nigeria, African Research Review, 5(2), 254-262. DOI:10.4314/afrev.v5i2.67324
  • Baloğlu Uğurlu, N. and Akdovan, N. (2019). Refugee students from the perspective of social studies teachers. Bolu Abant İzzet Baysal University Faculty of Education Journal, 19(3), 782-801. https://doi.org/10.17240/aibuefd.2019.19.49440-501401
  • Betancourt, T. S., Frounfelker, R., Mishra, T., Hussein, A., & Falzarano, R. (2015). Addressing health disparities in the mental health of refugee children and adolescents through community-based participatory research: A study in 2 communities. American Journal of Public Health, 105(3), 475-482. doi: 10.2105/AJPH.2014.302504
  • Biçer, N. and Özaltun, H. (2020). Opinions of Syrian and Turkish students regarding the Turkish language skills of refugee secondary school students and their adaptation processes to school. Eurasian Journal of International Studies, 8(23), 348-364. https://doi.org/10.33692/avrasyad.668251
  • Cassity, E., & Gow, G. (2005). Making up for lost time: The experiences of Southern Sudanese young refugees in high schools. Youth Studies Australia, 24(3), 51–5.
  • Doğanay, A. (2004). Social Studies and social studies teaching, Life sciences and social studies teaching (4th Edition, Edt. C. Öztürk and D. Dilek). PegemA Publishing.
  • Erten Özalp, R. (2019). Problems encountered by refugee students in social studies class. (Unpublished master's thesis). Tokat Gaziosmanpaşa University, Institute of Educational Sciences, Tokat. General Directorate of Migration Management (2018). International protection: Refugee. Accessed on October 13, 2021 from http://www.goc.gov.tr/icerik3/multeci_409_546_549.
  • Harding, L., & Wigglesworth, G. (2005). Different generations, different needs: Migrant youth in English language programs. Prospect, 20(3), 6–23.
  • Kağnıcı, D. Y. (2017). Roles and responsibilities of school psychological counselors in the cultural adaptation process of Syrian refugee children. Elementary Education Online, 16(4), 1768-1776. https://doi.org/10.17051/ilkonline.2017.342990
  • Kardeş, S., and Akman, B. (2018). Teachers' views on the education of Syrian refugees. Elementary Education Online, 17(3). https://doi.org/10.17051/ilkonline.2018.466333
  • Kızıl, Ö. & Dönmez, C. (2017). Evaluation of some problems in the context of educational services and social studies education provided to Syrian refugees in Turkey. International Journal of Educational Technology and Scientific Researches, 4, 207-239.
  • Marshall, C. and Rossman, G. B. (2014). Designing qualitative research. Sage.
  • MEB. (2015). 2015-2019 Strategic plan. Retrieved on July 13, 2023 from http://sgb.meb.gov.tr/meb_iys_dosyalar/2015_09/10052958_10.09.2015sp17.15imzasz.pdf.
  • Ministry of National Education (MEB) (2018). Social studies course curriculum.
  • Naidoo, L. (2013). Refugee Action Support: an interventionist pedagogy for supporting refugee students’ learning in Greater Western Sydney secondary schools, International Journal of Inclusive Education, 17(5), 449-461.
  • Odia, A. A. (2014). Social studies as an instrument for global peace: Analytical and prescriptive perspectives, Review of Public Administration and Management, 3(5), 106-116. https://doi.org/10.56201/JPASWR
  • Oytun, O., & Gündoğar, S. S. (2015). Report on the effects of Syrian refugees on Turkey.
  • Öztürk, F. Z. (2021). Refugees in the education system: Turkish and refugee students' views. Education and Science, 46(208), 321-348. http://dx.doi.org/10.15390/EB.2021.10439
  • Pinson, H., & Arnot, M. (2007). Sociology of education and the wasteland of refugee education research. British Journal of theSociology of Education, 28(3), 399- 407. https://doi.org/10.1080/01425690701253612
  • Reçber, S. (2014), Those in Nowhere in Life: Refugees and Asylum Seekers. VI. Social Human Rights National Symposium.
  • Sarıtaş, E., Şahin, Ü. and Çatalbaş, G. (2016). Problems Encountered with Foreign Students in Primary Schools. Pamukkale University Social Sciences Institute Journal, 25 (1), 208-229.
  • Seçgin, F., & Erten Özalp, R. (2020). Problems experienced by refugee students in social studies class from teacher and student perspectives. Journal of History School, 49, 4215-4244.
  • Seçmez, N., & İlhan, G. O. (2022). Citizenship perception of 1989 Bulgarian ımmigrants living in Turkey. MSGSÜ Social Sciences, 2 (26), 354-367. DOI: 10.56074/msgsusbd.1175967
  • Sidhu, R., & Taylor, S. (2007). Education provision for refugee youth: Left to chance. Journal of Sociology, 43(3), 283–300.
  • Şahin, H. (2020). The Phenomenon of Migration, Education of Refugee Children and Turkish Education of Syrian Refugee Children System Integration Process. International Turkish Literature Culture Education (TEKE) Journal, 9(1), 377-394.
  • Şeker, B. D., & Aslan, Z. (2015). Refugee children in the education process: A social psychological evaluation. AKU Journal of Theoretical Educational Sciences, 8(1), 86-105. https://doi.org/10.5578/keg.8234
  • Temur, M. and Özalp, M.T. (2022). Problems and solution suggestions of immigrant students from the perspective of classroom teachers. Maarif Mektepleri International Journal of Educational Sciences, 6(2), 110-141. https://doi.org/10.46762/mamulebd.1210547
  • Tokmak, A., & Kara, İ. (2023). Analysis of the practices of the organization of Turkish states countries towards their citizens living abroad. MANAS Journal of Social Research, 12 (2), 677-690. DOI: 10.33206/mjss.1251578
  • Tokmak, A., Yılmaz, A., & Şeker, M. (2023). Using an alternative model in social studies course: Harezmi education model. Sakarya University Journal of Education, 13 (2), 286-325. DOI: 10.19126/suje.1268001
  • Tunç, A. Ş. (2015). Refugee behavior and social impacts: An evaluation of Syrians in Turkey. TESAM Academy Journal, 2(2), 29-63.
  • UNESCO. (2010). Module 26: Learning outside the classroom, teaching and learning for a sustainable future, Retrieved August 27, 2018 from www.unesco.org/education/tlsf/docs/module_26.doc.
  • UNHCR. (2022). UNHCR: World leaders must take action to reverse the trend of rapidly increasing displacement.
  • United Nations (1951). Geneva convention on the legal status of refugees.
  • United Nations (1967). 1967 protocol on the legal status of refugees.
  • United Nations High Commissioner for Refugees (UNHCR) (2019). Number of refugees in Turkey as of April 30, 2019. https://www.unhcr.org/tr/unhcr-turkiyeistatistikleri.
  • Uysal, M. (2022). Social studies and immigrant students: A meta-synthesis study. Journal of Innovative Research in Social Studies, 5(2), 70-94. https://doi.org/10.47503/jirss.1195748
  • Weinstein, C. S., Tomlinson Clarke, S. and Curran, M. (2003). Toward a conception of culturally responsive classroom management, Journal of Teacher Education, 55(1), 25-38. https://doi.org/10.1177%2F0022487103259812
  • Yıldırım, A. and Şimşek, H. (2008). Qualitative research methods in the social sciences (6th ed.). Seckin Publishing.
  • Zayimoğlu Öztürk, F. (2018). Evaluation of educational services provided to refugee students according to social studies teachers' opinions. Anadolu Journal of Educational Sciences International, Volume: 8 Issue: 1, 52-79. https://dergipark.org.tr/tr/pub/ajesi/issue/35457/393879
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Türkçe ve Sosyal Bilimler Eğitimi (Diğer)
Bölüm Research Article
Yazarlar

Veysi Aktaş 0000-0002-5174-7505

Yayımlanma Tarihi 25 Ekim 2023
Kabul Tarihi 23 Ekim 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Aktaş, V. (2023). Examination of Foreign Students’ Experiences in Social Studies Education from the Teacher’s Perspective. Journal of Social Sciences And Education, 6(2), 234-253. https://doi.org/10.53047/josse.1367574