|  e-ISSN: 2618-589X

Cilt 3 Sayı 2 (Eylül 2019)

Orjinal Araştırma Makaleleri

Corresponding Author: Mehmet Topal, Social Studies Teacher, Şehit Mehmet Cücük Secondary School

Mehmet TOPAL & Sibel OĞUZ-HAÇAT

ss. 1 - 24   |  DOI: 10.29329/tayjournal.2019.486.01

Özet

The aim of this study is to evaluate the concepts of democracy and human rights according to the opinions of social studies teachers. The study group consists of 44 social studies teachers working in Gaziantep, Kastamonu, district centers and villages. The model of the study; is one of the qualitative research models case study. The data collection tool is the semi-structured "Interview Form for the Opinions of Social Studies Teachers on The Concepts of Democracy and Human Rights" developed by the researcher. Content analysis and descriptive analysis, one of the qualitative research methods, were applied in the analysis of the data. Participants, the cultural structure of the places, the educational status of the family, the impact of socio-economic conditions, the effect of village and city life on the perception of these concepts, not enough internalization of these concepts by each teacher, student levels are not the same and the political developments experienced in teaching democracy and human rights concepts that it leads to. On the contrary, teachers also state that these concepts are universal and that all schools offer similar education. In addition, social studies teachers express their positive and negative views on the impact of the abolition of citizenship and human rights education from the 8th grade on the concepts of democracy and human rights. Social studies teachers state that the concepts of democracy and human rights are adequately included in the social studies textbooks and that their vocational education at university is sufficient for raising citizens. There are also participants who deem this issue insufficient. Instead of theoretical information, practical information can be included

Anahtar Kelimeler: Social Studies, Democracy, Human Rights, Concept,

Secondary School Students’ Representations towards the Learning-Teaching Process in Social Studies Course

Ahmet SAĞLAMGÖNCÜ

ss. 25 - 50   |  DOI: 10.29329/tayjournal.2019.486.02

Özet

Social Studies course aims to nurture individuals adopted with democratic values who are also inquisitive corresponding with the requirements of 21st century and able to develop different perceptions. In this regard, the learning and teaching processes of Social Studies course should be reorganized to meet the students’ personal differences, interests and demands through student-centred method. Students’ representations towards learning and teaching processes should be determined and the processes should be reorganized according to those representations for an effective Social Studies education. The present study is aimed to reveal students’ representations regarding learning and teaching process in Social Studies course. The problem statement is ‘What are the representations of the students towards learning and teaching process of Social Studies course?’ The study was designed as a case study which is referred as one of the qualitative research approaches. The study was conducted at a state school in the province of Adana, Seyhan in 2017-2018 educational year. The participants of the study were 4 female and 4 male students. The data were gathered through semi- structured interview form. Content analysis was used in the study. It can be said that the students find course book-centred learning- teaching process boring and have difficulty to understand the lesson. Moreover, the integration of learning- teaching process with the technology facilitates the students’ understanding and they become happy with the process. It can also be added that the use of materials is not given enough importance. According to the findings, the methods, techniques, materials and evaluation methods are needed to be varied by Social Studies teachers

Anahtar Kelimeler: Social Studies, Learning-teaching, Students’ representations

Ortaokul Öğretmenlerinin Teknoloji Entegrasyonu Yeterliklerinin Farklı Değişkenlere Göre İncelenmesi

Gülhan TURGUT & Uğur BAŞARMAK

ss. 51 - 66   |  DOI: 10.29329/tayjournal.2019.486.03

Özet

Gelişen dünyada her alanda etkisini gösteren teknoloji, eğitim alanında da çok önemli bir yere sahiptir. Eğitim alanında teknolojinin doğru ve etkili bir şekilde kullanımı öğretimin üst seviyelere taşınmasına katkı sağlayabilir. Bu araştırma ile öğretmenlerin derslerine teknolojiyi entegre edebilme düzeylerinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim-öğretim yılında Kırşehir il merkezindeki ortaokullarda görev yapan öğretmenler oluşturmaktadır. Verilerin istatistiksel analizi gerçekleştirilirken aritmetik ortalama, standart sapma, t testi ve varyans analizi ANOVA kullanılmıştır. Gerçekleştirilen veri analizi sonucunda ortaokul öğretmenlerinin teknoloji entegrasyonuna yönelik temel göstergeler ölçeğinden aldıkları puanın yüksek düzeyde olduğu görülmüştür. Teknoloji entegrasyonuna yönelik temel göstergelerde cinsiyet değişkenine göre anlamlı bir farklılık görülürken, mesleki kıdem ve bilgisayar kullanma deneyimine göre ise anlamlı bir farklılık görülmemiştir.

Anahtar Kelimeler: Technology integration, Secondary school teachers, Technology barriers, Teacher competencies

Üniversite Öğrencilerinin Şiddet Eğilimlerinin İncelenmesi

Esra IŞIK & Haktan DEMİRCİOĞLU

ss. 67 - 84   |  DOI: 10.29329/tayjournal.2019.486.04

Özet

Bu araştırma, üniversite öğrencilerinin şiddet eğilimlerini çeşitli değişkenlere göre incelemek amacıyla yapılmıştır. Üniversite öğrencilerinin şiddet eğilimleri; sınıf düzeyi, yaş, yaşamının çoğunu geçirdiği yerleşim yeri, aile yapısı, kardeş sayısı, ailenin ortalama gelir düzeyi, barınma durumu, akademik ortalama ve yetiştirilme tarzları açısından ele alınmıştır. Araştırmanın çalışma grubunu Ankara ilinde bulunan Hacettepe Üniversitesi, Çocuk Gelişimi Bölümü’nde öğrenim gören 232 üniversite öğrencisi oluşturmuştur. Araştırma, nicel tarama yöntemlerinden tarama modeline ve kesitsel tarama desenine göre tasarlanmıştır. Verilerin elde edilmesinde ‘Şiddet Eğilim Ölçeği’ ile araştırmacılar tarafından geliştirilen ‘Kişisel Bilgi Formu’ kullanılmıştır. Araştırmada elde edilen verilerin normal dağıldığı ortaya konmuş, bu nedenle veriler çoklu karşılaştırmalar için kullanılan tek yönlü varyans analizi ANOVA yöntemi ile analiz edilmiştir. Araştırma bulguları sonucunda üniversite öğrencilerinin şiddet eğilimlerinin sınıf düzeyine göre anlamlı bir farklılık gösterdiği; buna karşın yaşamın çoğunun geçirildiği yerleşim yeri, aile yapısı, kardeş sayısı, ailenin gelir düzeyi, öğrencilerin akademik ortalaması, ebeveynlerinden gördükleri baskın çocuk yetiştirme tutumu, yaş ve barınma durumu değişkenlerine göre anlamlı bir farklılık göstermediği bulunmuştur.

Anahtar Kelimeler: University students, Violence tendency

Pre-Service Primary School Teachers’ Metaphors About Teaching Social Studies

Aylin YAZICIOĞLU, Vesile ALKAN & Selçuk ŞİMŞEK

ss. 85 - 104   |  DOI: 10.29329/tayjournal.2019.486.05

Özet

In this study, it was aimed to determine the metaphors developed by prospective teachers for teaching Social Studies lesson. In order to achieve this aim, the research was designed according to qualitative research method. The study group of the research consists of 96 primary school students studying at Pamukkale University Faculty of Education Classroom Teaching. Purposeful sampling was used in the sample selection of the study. Semi-structured form was used in order to reveal the metaphors developed by prospective teachers of Primary School Teaching Department about teaching Social Studies lesson. This form consists of two parts. In the first part of the form, there was an article to determine the gender of prospective classroom teacher candidates who participated in the research, and in the second part, there was a question to be answered by prospective teachers. Descriptive analysis technique was used for the analysis of the obtained data. In line with the themes, concrete and abstract concepts of metaphors were determined. The metaphors developed by prospective teachers were grouped under 5 themes.Suggestions for the research; research can be conducted with teachers. The metaphors developed by Social Studies teachers or classroom teachers about Social Studies course can be examined

Anahtar Kelimeler: Teaching social studies, Preservice teachers, Metaphor