Araştırma Makalesi
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İlkokullarda disiplinlerarası finansal okuryazarlık öğretimi üzerine bir eylem araştırması

Yıl 2022, Cilt: 11 Sayı: 4, 222 - 241, 31.10.2022
https://doi.org/10.19128/turje.1057732

Öz

Son zamanlarda eğitim sistemlerinde finansal okuryazarlığa ilgide artış olmasına rağmen öğretmenlerin finansal eğitim kapsamındaki öğretim uygulamalarında disiplinlerarası yaklaşıma dayalı bazı yetersizlikler dikkat çekmektedir. Bu araştırmada sosyal bilgiler dersine disiplinlerarası bir anlayışla finansal okuryazarlık becerisinin entegre edilmesi ve böylelikle sınıf öğretmenlerinin öğretim sürecinin iyileştirilmesine ve geliştirilmesine odaklanılmıştır. Araştırma Türkiye’nin üç farklı şehrinde sosyoekonomik düzeyi düşük üç ilkokulda 2021-2022 yılları arasında gerçekleştirmiştir. Veri toplama aracı olarak kullanılan yansıtma formları, öğrenci ürünleri ve yarı yapılandırılmış görüşme formlarından elde edilen veriler MAXQDA 2020 programı aracılığıyla analiz edilmiştir. Sonuç olarak araştırma süreci boyunca gerçekleştirilen öğretimsel uygulamalara ilişkin görüşler incelendiğinde katılımcılar; disiplinler arası yetkinlik kazanma, bilişim teknolojilerinin etkili kullanımı, disiplinlerarasılığın etkilerini gözlemleme, özgün materyal ve etkinlik hazırlama olmak üzere öğretimsel yetkinliklerin gelişimine katkı sağladığını belirtmişlerdir. Ayrıca katılımcılar gerçekleştirilen etkinliklerin öğrencilere; yeni finansal kavramları öğrenme, yeni beceriler öğrenme, kalıcı ve anlamlı öğrenme, aktif katılımı sağlama, gerçek yaşama transfer etme, olumlu veli geri bildirimi, eğlenerek öğrenme ve pekiştirme olanağı sağladığını belirtmişlerdir.

Kaynakça

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Action research on interdisciplinary teaching of financial literacy in elementary schools

Yıl 2022, Cilt: 11 Sayı: 4, 222 - 241, 31.10.2022
https://doi.org/10.19128/turje.1057732

Öz

Although there has been a recent surge of interest in financial literacy some inadequacies based on interdisciplinary approach in teachers' instructional practices within the scope of financial education draw attention. This research focused on improving the teaching process of elementary school teachers by integrating financial literacy into an interdisciplinary approach to social studies teaching. Research was conducted in three elementary schools with low socioeconomic status in three different cities in Türkiye. The data obtained from reflection forms, student products, and semi-structured interview forms were analyzed using MAXQDA 2020 program. As a result of examining views on the instructional practices implemented, participants indicated that they contributed to developing various instructional competencies, such as the acquisition of interdisciplinary skills, the effective use of information technologies, observing the effects of interdisciplinary, and preparing original materials and activities. In addition, participants indicated that the activities implemented provided students with opportunities to learn new financial concepts, new skills, sustained and meaningful learning, active participation, transfer to real life, positive feedback from parents, learning, and reinforcement with fun.

Kaynakça

  • Adalar, H. (2019). Financial literacy and teaching in social studies teacher education: A model proposal [Unpublished doctoral dissertation]. Gazi University Institute of Educational Sciences.
  • Adams, E. C. (2019). Economics and the civic mission of social studies education: Two critiques of neoclassicism. Citizenship, Social and Economics Education, 18(1), 16-32. https://doi.org/10.1177%2F2047173419841915
  • Adeleke, T. (2013). The effects of gender and gender role on the financial literacy of college students [Unpublished master’s thesis]. Oklahoma State University.
  • Akbank, (2012). Ekonominin kahramanı çocuklar [Children, the heroes of the economy]. Retrieved from https://www.akbank.com/tr-tr/Yatirimci-iliskileri/Documents/Faaliyet-Raporlari/faaliyetRaporu-2012.pdf
  • Akhan, N. E. (2013). Economy literacy step by step: The alternative ways for the social studies lessons. Adıyaman University Journal of Social Sciences Institute, 6(14), 1-36. https://doi.org/10.14520/adyusbd.569
  • Akhan, N. E. (2015). The self – efficacy beliefs of the social studies teachers in teaching economy subjects. International Journal of Turkish Education, 4, 28-43.
  • Alkaya, A., & Yağlı, İ. (2015). Financial literacy-financial knowledge, financial attitude and financial behavior: An application on students of Nevşehir Haci Bektaş Veli University Faculty of Economic and Administrative Sciences, The Journal of International Social Research, 8(40), 585-599.
  • Altay, N. (2020). Examination of secondary school social studies coursebooks in terms of skills. Journal of Kazım Karabekir Education Faculty, 41, 276-297. https://doi.org/10.33418/ataunikkefd.805054
  • Amagir, A., Groot, W., Maassen van den Brink, H., & Wilschut, A. (2018). A review of financial-literacy education programs for children and adolescents. Citizenship, Social and Economics Education, 17(1), 56-80. https://doi.org/10.1177%2F2047173417719555
  • Anthony, K. V., Smith, R. C., & Miller, N. C. (2015). Preservice elementary teacher’s economic literacy: Closing gates to full implementation of the social studies curriculum. The Journal of Social Studies Research, 39(1), 29-37. https://doi.org/10.1016/j.jssr.2014.04.001
  • Asarta, C. J., Hill, A. T., & Meszaros, B. T. (2014). The features and effectiveness of the keys to financial success curriculum. International Review of Economics Education, 16, 39-50. https://doi.org/10.1016/j.iree.2014.07.002
  • Avcı, F. (2022). Financial literacy skills in preschool period and evaluation of financial literacy skills in 2013 preschool education program. Journal of Inclusive Educational Research, 2(1), 1-13.
  • Bargal, D. (2008). Action research: A paradigm for achieving social change. Small Group Research, 39(1), 17-27. https://doi.org/10.1177%2F1046496407313407
  • Batty, M., Collins, J. M., & Odders‐White, E. (2015). Experimental evidence on the effects of financial education on elementary school students' knowledge, behavior, and attitudes. Journal of Consumer Affairs, 49(1), 69-96. https://doi.org/10.1111/joca.12058
  • Blue, L., Grootenboer, P., & Brimble, M. (2014). Financial literacy education in the curriculum: Making the grade or missing the mark? International Review of Economics Education, 16, 51-62. https://doi.org/10.1016/j.iree.2014.07.005
  • Bolat, Y. (2016). An action research on the authentic assessment of a unit designed according to concept-based interdisciplinary approach [Unpublished doctoral dissertation]. Çukurova University.
  • Branson, M. S. (2003). The Connection between civic and economic education. Retrieved from https://www.ericdigests.org/2004-2/civic.html.
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  • Joshi, P., & Marri, A. R. (2006). An economics methods course? Challenges of teaching an economics education methods course for secondary social studies preservice teachers. The Social Studies, 97(5), 197-202. https://doi.org/10.3200/TSSS.97.5.197-202
  • Kılıçoğlu G. & Akhan, N.E. (2014). The levels of understanding of the social studies teacher candidates towards the economy concepts. Electronic Journal of Social Sciences, 13(51), 209-225. https://doi.org/10.17755/esosder.43846
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  • Lusardi, A., Mitchell, O. S., & Curto, V. (2010). Financial literacy among the young. Journal of Consumer Affairs, 44(2), 358-380. https://doi.org/10.1111/j.1745-6606.2010.01173.x
  • Mammadova, G. (2020). Attitudes and opinions of students related to financial literacy in achievements in primary and secondary education programs [Unpublished master’s thesis]. Ondokuz Mayis University Graduate Education Institute.
  • McNiff, J., & Whitehead, J. (2010). You and your action research project. Routledge.
  • Ministry of National Education, (2018). Öğretim programları [Curriculums]. Retrieved from http://mufredat.meb.gov.tr/Programlar.aspx
  • Mills, G. E. (2007). Action research a guide for the teacher researcher. Pearson Merril Prentice Hall.
  • Norton, L. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge.
  • OECD, (2019). PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing.
  • O’Neil-Haight, M. (2010). Educator teams up to teach finance to young children. Journal of Family and Consumer Sciences, 102(2), 43-47.
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  • Ottosson, S. (2003). Participation action research: A key to improved knowledge of management. Technovation, 23(2), 87-94. https://doi.org/10.1016/S0166-4972(01)00097-9
  • Önlen, M. (2022). Developing financial literacy skills with mathematical modelling activities in social studies course [Unpublished doctoral dissertation]. Kastamonu University Institute of Social Sciences.
  • Özbek, A., & Aydin, A. (2021). The suggestion of financial socialization based model in the development of financial literacy. Uluslararası Anadolu Sosyal Bilimler Dergisi, 5(4), 1342-1349. https://doi.org/10.47525/ulasbid.1000960
  • Özhamamcı, T. (2013). Teachers' opinions about interdisciplinary teaching applications in elementary and secondary school education programs [Unpublished master’s thesis]. Gazi University Institute of Educational Sciences.
  • Özkale, A., & Özdemir Erdoğan, E., (2017). Financial literacy and its status in the mathematics curriculums of Türkiye. Journal of Human Sciences, 14(4), 4869-4883.
  • Özkale, A. (2018). The research of curriculums of Türkiye and Canada (Ontario) from the perspective of financial literacy and mathematical literacy and a model suggestion [Unpublished doctoral dissertation]. Anadolu University Institute of Educational Sciences.
  • Özkaral, T.C. (2015). Comparative analysis of social studies education programs in the level primary and secondary [Unpublished doctoral dissertation]. Necmettin Erbakan University Educational Sciences Institute.
  • Öztürk, H. İ. (2019). Examining the effect of interdisciplinary approach based developed curriculum design on critical thinking skills, inquiry learning skills perception, attitudes and academic achievements in science education [Unpublished doctoral dissertation]. Çukurova University Social Sciences Institute.
  • Partnership for 21st Century Skills. (2009). P21 framework definitions. ERIC Clearinghouse. https://files.eric.ed.gov/fulltext/ED519462.pdf
  • Pelton, R. P. (2010). Action research for teacher candidates: Using classroom data to enhance instruction. Rowman & Littlefield Education.
  • Posnanski, T. J., Schug, M. C., & Schmitt, T. (2007). Can students learn economics and personal finance in a specialized elementary school? International Journal of Social Education, 21(2), 196-205.
  • Potrich, A. C. G., Vieira, K. M., & Mendes-Da-Silva, W. (2016). Development of a financial literacy model for university students. Management Research Review, 39(3), 356-376. https://doi.org/10.1108/MRR-06-2014-0143
  • Sawatzki, C. (2017). Lessons in financial literacy task design: Authentic, imaginable, useful. Mathematics Education Research Journal, 29(1), 25-43. https://doi.org/10.1007/s13394-016-0184-0
  • Sawatzki, C. M., & Sullivan, P. A. (2017). Teachers’ perceptions of financial literacy and the implications for professional learning. Australian Journal of Teacher Education, 42(5), 51-65. http://dx.doi.org/10.14221/ajte.2017v42n5.4
  • Schug, M. C., & Hagedorn, E. A. (2005). The Money Savvy Pig™ goes to the big city: Testing the effectiveness of an economics curriculum for young children. The Social Studies, 96(2), 68-71. https://doi.org/10.3200/TSSS.96.2.68-71
  • Schug, M., & Lopus, J. (2008). Economic and financial education for the 21st century. Social Education, 72(7), 359-362.
  • Seyhan, A. (2020). Teachers’ views on acquiring financial literacy skills in social studies lesson. Recep Tayyip Erdogan Universtiy Journal of Social Sciences, 6(11), 88-113. https://doi.org/10.34086/rteusbe.726511
  • Sherraden, M. S., Johnson, L., Guo, B., & Elliott, W. (2011). Financial capability in children: Effects of participation in a school-based financial education and savings program. Journal of Family and Economic Issues, 32(3), 385-399. https://doi.org/10.1007/s10834-010-9220-5
  • Sole, M. A. (2021). Interdisciplinary thinking: Financial literacy crosses disciplinary boundaries. PRIMUS, 31(2), 153-166. https://doi.org/10.1080/10511970.2019.1639228
  • Sönmez, Y., & Kılıç, E. (2020). A research on determination of financial literacy levels: Case of Kastamonu University. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 10(2), 479-497. https://doi.org/10.30783/nevsosbilen.676553
  • Suiter, M., & Meszaros, B. (2005). Teaching about saving and investing in the elementary and middle school grades. Social Education, 69(2), 92-95.
  • Tanase, M. F., & Lucey, T. A. (2017). Pre-service teachers’ awareness of interdisciplinary connections: Mathematics, financial literacy, and social justice issues. Investigations in Mathematics Learning, 9(1), 2-18. https://doi.org/10.1080/19477503.2016.1245027
  • Temizel, F., & Bayram, F. (2011). Financial literacy: An examination of Anadolu University Faculty of Economics and Administrative Sciences students. CÜ İktisadi ve İdari Bilimler Dergisi, 12(1), 73-86.
  • Tetik, N., & Işıldak, M. S. (2022). The effect of finance education on the level of financial literacy: a research on high school students of Tokat Gaziosmanpaşa University. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 27(1), 31-51.
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  • Tural Sönmez, M. (2019). Investigation of problems in seventh grade mathematics textbook based on financial literacy framework. Cumhuriyet International Journal of Education, 8(1), 1-23. http://dx.doi.org/10.30703/cije.427333
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  • Turan, S., Karasu Avcı, E., & Faiz, M. (2020). Teachers' views on the use of inter-disciplinary approach in social studies. International Journal of Field Education, 6(1), 141-163.
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  • Way, W. L., & Holden, K. (2009). Teachers' background and capacity to teach personal finance: Results of a national study. Retrieved from https://www.fdic.gov/about/comein/mar3.pdf.
  • Webley, P., Burgoyne, C. B., Lea, S. E. G., & Young, B. M. (2001). The economic psychology of everyday life. Taylor & Francis.
  • Wentworth, D. R., & Schug, M. C. (1993). Fate vs. choices: What economic reasoning can contribute to social studies? Social Studies, 84(1), 27-31. https://doi.org/10.1080/00377996.1993.9956243
  • Yıldırım, G. (2016). Determination of the middle school economic literacy standards in the context of citizenship competencies and investigation of the place of these standards in curricula [Unpublished doctoral dissertation]. Marmara University Graduate School of Educational Sciences Department of Primary Education.
  • Yıldırım, G. (2017). Çocuklar için yaygın eğitim kapsamında yürütülen ekonomi eğitimi çalışmalarının incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 10(ERTE Özel Sayısı), 103-124.
  • Yıldırım, G. & Öztürk, C. (2017). An investigation of the views of field experts and teachers related to economic literacy and its education. Erciyes Journal of Education, 1(2), 1-22. https://doi.org/10.32433/eje.362123
  • Yıldırım, D., & Özbek, A. (2021). Effect of early economy education and financial socialization on financial literacy level. Afyon Kocatepe University Journal of Social Sciences 23(2), 694-710. https://doi.org/10.32709/akusosbil.860749
  • Yücel, S., & Çiftçi N. (2018). Investigation of financial literacy levels of university students in terms of some demographic variables. İnönü University International Journal of Social Sciences (INIJOSS), 7(1), 143-161.
  • Zuber-Skerritt, O. & Fletcher, M. (2007). The quality of an action research thesis in the social sciences. Quality Assurance in Education 15(4), 413-436. https://doi.org/10.1108/09684880710829983
Toplam 103 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Burcu Sel 0000-0002-7663-0434

Yayımlanma Tarihi 31 Ekim 2022
Kabul Tarihi 20 Ekim 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 11 Sayı: 4

Kaynak Göster

APA Sel, B. (2022). Action research on interdisciplinary teaching of financial literacy in elementary schools. Turkish Journal of Education, 11(4), 222-241. https://doi.org/10.19128/turje.1057732

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