İlköğretim Öğrencilerinin Çizdikleri Karikatürlere Yansıttıkları Sosyal ve Çevresel Sorunların İncelenmesi

The purpose of this study is to identify the feelings and thoughts of primary school students regarding the problems they experience in their environment and to determine their suggestions for solving these problems with the help of the cartoons they have drawn themselves. The data of the study were collected in accordance with qualitative research methods such as open-ended questions, semi-structured interviews, and children’s drawings. As a result of the research, it was found out that the culture the students lived in had an important effect on their interpretation of the social problems. In addition, it was also revealed that the cartoons drawn by the students to reflect the problems they experienced were effective in terms of their decision-making while choosing the problem, thinking creatively and critically about the problems, making interpretations, and finding solutions to the problems.İlköğretim Öğrencilerinin Çizdikleri Karikatürlere Yansıttıkları Sosyal ve Çevresel Sorunların İncelenmesiBu araştırmanın amacı, ilköğretim öğrencilerinin çevrelerinde yaşadıkları sorunlara ilişkin duygu, düşünce ve gözlemleri ile bu sorunlara yönelik çözüm önerilerini kendi çizdikleri karikatürler aracılığıyla incelemektir. Nitel araştırma yöntemiyle desenlenen araştırmanın verileri, açık uçlu sorular, yarı-yapılandırılmış görüşme ve öğrencilerin çizdikleri karikatürler yoluyla toplanmıştır. Araştırmanın sonucunda, öğrencilerin sosyal sorunları yorumlamalarında içinde yaşadıkları kültürün önemli etkisi olduğu görülmüştür. Ayrıca, öğrencilerin yaşadıkları sorunlar üzerine kendi karikatürlerini çizmelerinin, sorun seçerken karar verme, sorunlar üzerinde yaratıcı ve eleştirel düşünme, yorumlama ve çözüm önerileri geliştirmeleri açısından etkili olduğu sonucuna ulaşılmıştır.

Bir Vatandaşlık Değeri Olarak Yurtseverlik: Sosyal Bilgiler Öğretmen Adaylarının Algısı

Patriotism is one of the citizenship values that need to be taught in social studies. This study explored social studies teacher candidates’ perceptions of patriotism and patriotic education. The study was conducted in phenomenology design and it included 15 social studies teacher candidates. Data were collected using semi-structured interviews and analyzed thematically. The study found that all the teacher candidates primarily associated patriotism with love, respect and commitment. Also, some of the participants regarded patriotism as fulfilling one’s responsibilities while some others considered it as striving for human rights and democracy. In addition, the participants had a constructive and democratic perception of patriotism in general. The social studies teacher candidates’ perception of patriotism is influenced by their families’ and social environments’ perception of patriotism and patriotism messages given by the educational system and media. Finally, the teacher candidates’ perception of patriotism had a direct impact on their perspective on patriotic educationYurtseverlik, sosyal bilgiler dersinde kazandırılması gereken vatandaşlık değerlerdendir. Bu araştırma, sosyal bilgiler öğretmen adaylarının yurtseverlik algısını ve yurtseverlik eğitimine bakışını irdelemiştir. Olgubilim deseninde gerçekleştirilen bu araştırmaya 15 sosyal bilgiler öğretmeni katılmıştır. Araştırma verileri, yarı-yapılandırılmış görüşme ile toplanmış ve tematik olarak analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının tamamı yurtseverliği, öncelikle sevgi, saygı ve bağlılık ile ilişkilendirmiş bunun ötesinde bazıları sorumluluklarını yerine getirmek bazıları da demokrasi ve insan hakları için çaba göstermek olarak yorumlamışlardır. Öğretmen adaylarının çoğunlukla yapıcı  yurtsever algısına  sahip oldukları görülmüştür. Aile, ikamet edilen sosyal çevre, eğitim, etnik yapı ve yazılı ve görsel basın Sosyal Bilgiler öğretmen adaylarının yurtseverlik algısının gelişiminde etkili olmuştur. Öğretmen adaylarının yurtseverlik algısı yurtseverlik eğitimine ilişkin bakış açısını doğrudan etkilemektedir.Anahtar kelimeler: Yurtseverlik, Sosyal Bilgiler, Vatandaşlık eğitimi, Öğretmen adaylar

Sosyal Bilgiler Öğretmen Adaylarının Etkin Vatandaşlık Deneyimleri: Sivil Toplum Kuruluşları Örneği

Bu araştırma, Sosyal Bilgiler öğretmen adaylarının sivil toplum kuruluşlarında gerçekleştirdikleri etkin vatandaşlık deneyimlerini incelemeyi amaçlamaktadır. Araştırmada fenomenoloji deseninden yararlanılmıştır. Araştırma verileri, yarı-yapılandırılmış görüşmeler, uygulama raporları ve günlükler ile toplanmış ve fenomenolojik analiz tekniği ile çözümlenmiştir. Öğretmen adaylarının edilgen ve devlete karşı görev ve sorumluluk odaklı vatandaşlık algısı etkin ve demokratik vatandaşlık algısına dönüşmeye başlamıştır. Öğretmen adaylarının sosyal ve ahlaki sorumluluk ile toplumsal katılım becerileri siyasal okuryazarlık becerilerinden daha çok gelişmiştir. Öğretmen adayları, STK’ların toplumsal ve siyasal rolleri, hizmetleri ve toplumsal yararlarını bizzat deneyimlemiştir. Ayrıca, öğretmen adayları, Sosyal Bilgiler dersinde sivil toplum kuruluşları ile etkin vatandaşlık eğitimine ilişkin ön deneyim kazanmıştır. Öğretmen adaylarının etkin vatandaşlık kazanımlarının sürekliliğini sağlamak için farklı derslerde STK ile ilgili etkinlikler yapılmalı ve uygulama öncesi etkin STK’lar belirlenmeli

Global Citizenship Education in Social Studies: Experiences of Turkish Teachers and Students in International Conflict and War

With the impact of the media, international conflicts are increasingly becoming a part of both everyday life and global citizenship education. The purpose of this research was to understand the perceptions of students and teachers about the incidents of international conflict and war, how teachers present these issues in social studies course, and the problems teachers encounter in this process. This study was carried out as a qualitative case study research. The data were collected by participant observations carried out in Social Studies lessons and by semi-structured interviews with the participating teachers and students. The data were analyzed using interpretive thematic analysis. The findings from this study revealed that the teachers in this study acted in protective, emotional, rational and tentative modes while teaching the issues of international conflict and war. The study also found that the teachers’ behaviors while teaching controversial issues had an influence on the students’ knowledge, skills and attitudes on the subject. In addition, the students’ age and maturity level, gender, socio-economic and cultural level had an influence on learning about these issues. Finally, the findings indicated that the teachers who participated in this study did not have sufficient knowledge and experience in teaching controversial issues and international conflict and war

Social Studies Teachers’ Perceptions of Tolerance

Problem: Tolerance is one of the values which citizens should have in today's multicultural and democratic society. Educational system should teach tolerance to the individuals in a democratic society. Tolerance can be given through curricula in educational process. Social studies is one of the courses for conducting tolerance education. Skills and perspectives of teachers are important for tolerance education in social studies. The purpose of this study is to understand social studies teachers' perceptions of tolerance. Method: In the study, qualitative research method and phenomenology that is one of the qualitative research designs was employed. The participants were determined using criterion sampling. 10 social studies teachers graduated from social studies education departments working at schools of Eskisehir Provincial Directorate of National Education participated in the study. The research process consisted of two phases. The data were gathered through semi-structured interviews. The interviews were conducted in two steps in order to make an in-depth analysis. In Phase I of the study, semi-structured interviews were conducted with 10 teachers in December and January months during the 2012-2013 school year. The data obtained from the first interviews were also the base for the questions in the second interviews. In Phase II of the study, semi-structured interviews were again conducted with 10 teachers who participated in the first interviews in April and May months during the 2012-2013 school year. Teacher Interview Form-1 in the first interviews and Teacher Interview Form-2 in the second interviews were used for data collection. As for data analysis, thematic analysis technique was used. The data were analysed, the findings were defined and interpreted based on the research questions. Findings: The findings of the study revealed that the social studies teachers described tolerance as respecting ideas, values, beliefs and behaviors, accepting differences such as gender, race and developmental characteristics, being considerate, accepting one's faults, caring about people and being objective, and emphasized the religious aspect of tolerance. The social studies teachers described the limits of tolerance as damaging freedom, country and individuals. Most of them stated that tolerance was important to live together in a community. They also asserted that families were effective in their children's tolerance development. Besides, according to them, age, experience and reading habits could also affect tolerance. The findings also showed that the social studies teachers pointed out that prejudices, pressure and media such as television and Internet inhibited tolerance

Evaluation of the Process of Developing Social Participation Skills in Secondary School Social Studies Courses and School Practices

Social participation is one of the citizenship skills. Social studies course is the basic course in which citizenship knowledge, skills, and values are gained. This research reveals how fifth-grade social studies students acquire social participation skills within the framework of social studies courses and school practices. A case study, one of the qualitative research methods, was used. Thirty-four fifth grade students and social studies teachers from a secondary school in a city center participated in the study at an upper socio-economic level. The research data were obtained from participant observations, semi-structured student and teacher interviews, and social studies textbooks in the 2017-2018 academic year. Content analysis was used in the analysis of the gathered data. At the end of the analyses, it was found that the teachers and students perceive social participation in terms of communal participation, educational/social activities, academic participation, communication skills, and rights. In the development of students' social participation skills, the scope of social studies, the textbook's content, teacher attitudes, behaviors, and school practices were found to be supportive factors. In contrast, teacher attitudes, beliefs and behaviors, student tendencies, beliefs and behaviors, and parent and school influence were inhibitory factors

How Do Teachers and Students Perceive Human Rights, Citizenship and Democracy Course?

"İnsan Hakları, Yurttaşlık ve Demokrasi" dersi 2015-2016 öğretim yılından itibaren uygulamaya konulan, ilkokul 4. sınıflarda öğrencilere insan hakları, yurttaşlık ve demokrasi ile ilgili temel değerleri kazandırmayı amaçlayan bir derstir. Bu araştırmanın amacı, "İnsan hakları, yurttaşlık ve demokrasi" dersine ilişkin öğrenci ve öğretmenlerin deneyim ve algılarını irdelemektir. Araştırmada nitel araştırma yöntemi kapsamında olgu bilim deseni benimsenmiştir. Araştırmanın katılımcıları maksimum çeşitlilik örneklemesi tekniği ile belirlenmiştir. Bu kapsamda, araştırma Eskişehir il merkezinde yer alan alt, orta ve üst sosyoekonomik düzeyden öğrencilerin öğrenim gördüğü üç ilkokulda 8 öğretmen ve 20 öğrenci ile gerçekleştirilmiştir. Araştırmanın verileri yarı yapılandırılmış görüşme tekniği ile toplanmıştır. Verilerin analizinde tematik analizden yararlanılmıştır. Araştırma sonucunda, öğrencilerin dersi temel demokratik değerleri çoğunlukla kazandığı için işlevsel olarak algıladığı, sadece öykülere dayalı bir öğretim modeli benimsenmesi nedeniyle Türkçe dersi gibi algıladığı, geleneksel değerlendirme tekniklerinin öğrencilerin demokratik değer kazanımlarını ölçmede yetersiz kaldığı görülmektedir. Bu dersin işlevselliğinin artırılması için, dersin öğretim programı içeriğinin yenilenmesinin yanı sıra ders kitabının yenilenmesi ve ders materyallerinin geliştirilmesi, etkin öğretim yöntemlerinin işe koşulması ve öğretmenlerin bilgilendirilmesi gerekli olduğu görülmektedir."Human Rights, Citizenship and Democracy" is a course that began to be delivered as of the 2015-2016 school year and aims to teach elementary fourth graders the basic values related to human rights, citizenship and democracy. The aim of this study was to examine students and teachers' experiences and perceptions of the course "Human Rights, Citizenship and Democracy". In the study, phenomenological research design was adopted in the scope of the qualitative research method. The participants were selected through the maximum diversity sampling technique. In this respect, the study was conducted with eight teachers and 20 students in three elementary schools where students with low, middle and high socio-economic status study in the Eskisehir province. The data were gathered by using the semi-structured interview technique. Thematic analysis was employed in the analysis of the data. As a result, it was found that the students perceived the course as functional since they mostly learned basic democratic values, they also perceived it as the Turkish course because an instructional model based on stories was mostly adopted, and traditional assessment techniques were insufficient in measuring students' gains regarding democratic values. In order to enhance the effectiveness of this course, it seems necessary to update the contents of the course curriculum as well as the coursebook, develop course materials, employ effective instructional methods, and inform teachers in this regard