In this study, it is aimed to determine the views of classroom teachers about social participation skills and their students' social participation skills. The study was carried out as a case study, one of the qualitative research methods. The semi-structured teacher interview form developed by the researcher was applied to 48 primary school teachers working in public and private primary schools in the central districts of Ankara province in the 2019/2020 academic year. Content analysis technique was used in the analysis of the data obtained from the interviews. According to the results obtained from the study, it was seen that the classroom teachers did not mention the sub-dimensions of the social participation skill much, they saw the social participation skill as a concept perceived in the classroom and the school, and they mostly mentioned the socialization and communication dimension of the social participation skill. One of the problems faced by teachers in helping their students gain social participation skills is that their students are shy and shy. According to the results of the research, it is thought that it would be beneficial to create a democratic environment in which students can express themselves freely and feel safe, both at school and in the family, in order to develop social participation skills.
{"title":"OPINIONS OF CLASS TEACHERS ON SOCIAL PARTICIPATION SKILLS","authors":"Ülkühan Şahi̇n, Kadir Karatekin","doi":"10.47615/issej.1165622","DOIUrl":"https://doi.org/10.47615/issej.1165622","url":null,"abstract":"In this study, it is aimed to determine the views of classroom teachers about social participation skills and their students' social participation skills. The study was carried out as a case study, one of the qualitative research methods. The semi-structured teacher interview form developed by the researcher was applied to 48 primary school teachers working in public and private primary schools in the central districts of Ankara province in the 2019/2020 academic year. Content analysis technique was used in the analysis of the data obtained from the interviews. According to the results obtained from the study, it was seen that the classroom teachers did not mention the sub-dimensions of the social participation skill much, they saw the social participation skill as a concept perceived in the classroom and the school, and they mostly mentioned the socialization and communication dimension of the social participation skill. One of the problems faced by teachers in helping their students gain social participation skills is that their students are shy and shy. According to the results of the research, it is thought that it would be beneficial to create a democratic environment in which students can express themselves freely and feel safe, both at school and in the family, in order to develop social participation skills.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132824375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Social studies course is a course in which we gain basic geography knowledge in the first years of our lives. Local geography, on the other hand, can contain tangible geographical elements that we can apply and ensure the permanence of the knowledge that we have learned or will learn in these early periods of our lives. For this reason, it was thought that it would be useful to learn the thoughts of social studies teacher candidates about local geography teaching. Purpose: In this study, it is aimed to learn the views of social studies teacher candidates about local geography teaching. Method: Qualitative method was used in the study. “Descriptive analysis” and “content analysis” were used to analyze the data. Within the scope of the study, 23 volunteer students studying in the third and fourth grades of Dokuz Eylül University Buca Education Faculty Social Studies Teaching Department were interviewed. Findings: In the study we conducted with the teacher candidates, it was seen that the candidates gave answers such as "knowing, recognizing and using the features of the place where the individual lives", "describing, examining and teaching the characteristics of the environment and area of any region" in the definitions of local geography. When we look at the data on the practices that can be done within the scope of local geography teaching, it has been determined that activities such as trips, observations, field research, homework, and research can be done within the scope of local geography teaching. Participants mostly stated that having local geography activities has benefits that will enable students to have information about the region they live in, realize permanent learning, and attract students' attention. Majority of the participants think that local geography teaching is applicable. The participants stated that time, opportunity and financial inadequacies, bureaucratic obstacles are among the problems they may encounter in the implementation of local geography teaching. Conclusion: As a result of the data obtained from the study, it was seen that social studies teacher candidates found local geography teaching useful and thought that it could be applied in social studies course.
{"title":"Investigation of social studies teacher candidates’ views on local geography teaching","authors":"A. Gülersoy, B. Çavdar","doi":"10.47615/issej.1166661","DOIUrl":"https://doi.org/10.47615/issej.1166661","url":null,"abstract":"Background: Social studies course is a course in which we gain basic geography knowledge in the first years of our lives. Local geography, on the other hand, can contain tangible geographical elements that we can apply and ensure the permanence of the knowledge that we have learned or will learn in these early periods of our lives. For this reason, it was thought that it would be useful to learn the thoughts of social studies teacher candidates about local geography teaching. \u0000Purpose: In this study, it is aimed to learn the views of social studies teacher candidates about local geography teaching. \u0000Method: Qualitative method was used in the study. “Descriptive analysis” and “content analysis” were used to analyze the data. Within the scope of the study, 23 volunteer students studying in the third and fourth grades of Dokuz Eylül University Buca Education Faculty Social Studies Teaching Department were interviewed. \u0000Findings: In the study we conducted with the teacher candidates, it was seen that the candidates gave answers such as \"knowing, recognizing and using the features of the place where the individual lives\", \"describing, examining and teaching the characteristics of the environment and area of any region\" in the definitions of local geography. When we look at the data on the practices that can be done within the scope of local geography teaching, it has been determined that activities such as trips, observations, field research, homework, and research can be done within the scope of local geography teaching. Participants mostly stated that having local geography activities has benefits that will enable students to have information about the region they live in, realize permanent learning, and attract students' attention. Majority of the participants think that local geography teaching is applicable. The participants stated that time, opportunity and financial inadequacies, bureaucratic obstacles are among the problems they may encounter in the implementation of local geography teaching. \u0000Conclusion: As a result of the data obtained from the study, it was seen that social studies teacher candidates found local geography teaching useful and thought that it could be applied in social studies course.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129516768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the 21st century, The importance of the issue of global citizenship has increased and has become necessary due to cyclical reasons. For this reason, it was considered important to conduct research on the subject. The aim of this study is to determine the research trends in postgraduate theses on global citizenship in Turkey and to contribute to the researchers to produce original studies by giving ideas about new research. It was carried out in the meta-synthesis model within the scope of the qualitative research method. The research universe consists of a total of 21 theses, 16 master's and 5 doctorate, on the subject of global citizenship in the database of the YÖK National Thesis Center. Since all theses were accessed, sampling was not carried out. In the theses within the scope of the research, no distinction was made between years and branches. The database was scanned with the keywords "Global citizenship, world citizenship". All theses related to the subject; The year of publication of the thesis and the type of thesis, department, original language, theme, method, model, study group, data collection tool and data analysis variables were examined. The thesis classification form developed by the researcher was used as a data collection tool. The obtained data were analyzed by content analysis. The reliability / agreement percentage of the study was found to be .85. As a result of the research, it was determined that the most postgraduate theses were completed in 2015 and 2019, the social studies and classroom teaching departments were prominent in the theses, the theses were mostly master's thesis, and the thesis themes focus on determining a relationship with a variable, determining opinions, perceptions and attitudes. In addition, when we look at the methodological features of the theses; It was seen the most that the quantitative research method, the scanning model of the design, the teachers and pre-service teachers of the study group, the scale of the data collection tool and the statistical analysis of the data analysis. In the light of these findings, It can be recommended to increase doctorate studies and increase qualitative studies on global citizenship.
{"title":"Investigation of research trends of graduate theses on global citizenship in Turkey: A meta-synthesis study","authors":"İlknur Toy","doi":"10.47615/issej.1082097","DOIUrl":"https://doi.org/10.47615/issej.1082097","url":null,"abstract":"In the 21st century, The importance of the issue of global citizenship has increased and has become necessary due to cyclical reasons. For this reason, it was considered important to conduct research on the subject. The aim of this study is to determine the research trends in postgraduate theses on global citizenship in Turkey and to contribute to the researchers to produce original studies by giving ideas about new research. It was carried out in the meta-synthesis model within the scope of the qualitative research method. The research universe consists of a total of 21 theses, 16 master's and 5 doctorate, on the subject of global citizenship in the database of the YÖK National Thesis Center. Since all theses were accessed, sampling was not carried out. In the theses within the scope of the research, no distinction was made between years and branches. The database was scanned with the keywords \"Global citizenship, world citizenship\". All theses related to the subject; The year of publication of the thesis and the type of thesis, department, original language, theme, method, model, study group, data collection tool and data analysis variables were examined. The thesis classification form developed by the researcher was used as a data collection tool. The obtained data were analyzed by content analysis. The reliability / agreement percentage of the study was found to be .85. As a result of the research, it was determined that the most postgraduate theses were completed in 2015 and 2019, the social studies and classroom teaching departments were prominent in the theses, the theses were mostly master's thesis, and the thesis themes focus on determining a relationship with a variable, determining opinions, perceptions and attitudes. In addition, when we look at the methodological features of the theses; It was seen the most that the quantitative research method, the scanning model of the design, the teachers and pre-service teachers of the study group, the scale of the data collection tool and the statistical analysis of the data analysis. In the light of these findings, It can be recommended to increase doctorate studies and increase qualitative studies on global citizenship.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123448251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the poster works designed by Bülent Erkmen between the years 2020-2021 after graduating from the Graphic Arts Department of the Istanbul State Academy of Fine Arts in 1972, who accomplished important works in the field of graphic design, were analyzed by Erwin Panofsky's Iconographic and Iconological Criticism method. The artistic features of the works evaluated with this criticism method have been revealed. In the study, Erkmen's compositional setup, the subject and content of the design, the artist's style, the symbols used were evaluated and the compromised meaning in the designs was tried to be emphasized. By evaluating the conventional meaning of 11 posters designed by Bülent Erkmen, the attention he paid to capture the integrity and signs appropriate to the subject in each poster was analyzed. In the study, literature review from descriptive analysis methods, document research from qualitative research methods and Secondary or conventional meaning (Iconographic Analysis) method, which is one of Erwin Panofsky's "Iconographic and Iconological Art Criticism" methods were used. Bülent Erkmen made an effort to reflect the continuity and the signs from the personal perspectives of the artists in the posters he designed between 2020-2021. The method he applied on the posters related to the exhibitions draws attention as a method of connecting with the works and artists in the exhibition content. It has been concluded that in most of his designs, he attaches great importance to this connection and additional continuity. Although the works differ from each other, the effort of the designer to present signs from the work and to maintain it shows a characteristic feature. For this reason, in some designs, the theme and symbols of the work in which the poster is explained rather than the design were examined. It has been concluded that Erkmen, who presents narratives with contemporary art lines, reveals the symbolic ties with the concepts, thoughts and behaviors in his art, with a correct and detailed understanding.
本研究采用Erwin Panofsky的Iconographic and Iconological Criticism方法，对1972年毕业于伊斯坦布尔国立美术学院平面艺术系的b伦特·埃尔克曼在平面设计领域取得重要成就的2020-2021年间设计的海报作品进行分析。用这种批评方法评价的作品的艺术特征得以揭示。在研究中，评价了Erkmen的构图设置，设计的主题和内容，艺术家的风格，使用的符号，并试图强调设计中的妥协意义。通过对借出Erkmen设计的11幅海报的常规意义进行评价，分析他在每张海报中对捕捉主题的完整性和符号的关注。在本研究中，文献综述采用了描述性分析方法，文献研究采用了定性研究方法和二次或常规意义(图像分析)方法，这是Erwin Panofsky的“图像学和图像学艺术批评”方法之一。blent Erkmen在2020-2021年期间设计的海报中努力从艺术家的个人角度反映连续性和标志。他在与展览相关的海报上使用的方法，作为一种在展览内容中与作品和艺术家联系起来的方法，引起了人们的关注。可以得出的结论是，在他的大多数设计中，他非常重视这种联系和额外的连续性。虽然作品各不相同，但设计师从作品中呈现出符号并维护它的努力显示出一个特点。因此，在一些设计中，对海报作品的主题和符号进行解释，而不是对设计进行检查。本文认为，以当代艺术线条呈现叙事的埃尔克曼，以正确细致的理解，揭示了其艺术中的观念、思想、行为与符号的联系。
{"title":"Analysis of Bülent Erkmen Poster Designs Between 2020-2021 by Erwin Ponofsky's Iconographic and Iconological Criticism Method","authors":"Özlem Kum","doi":"10.47615/issej.1122922","DOIUrl":"https://doi.org/10.47615/issej.1122922","url":null,"abstract":"In this study, the poster works designed by Bülent Erkmen between the years 2020-2021 after graduating from the Graphic Arts Department of the Istanbul State Academy of Fine Arts in 1972, who accomplished important works in the field of graphic design, were analyzed by Erwin Panofsky's Iconographic and Iconological Criticism method. The artistic features of the works evaluated with this criticism method have been revealed. In the study, Erkmen's compositional setup, the subject and content of the design, the artist's style, the symbols used were evaluated and the compromised meaning in the designs was tried to be emphasized. By evaluating the conventional meaning of 11 posters designed by Bülent Erkmen, the attention he paid to capture the integrity and signs appropriate to the subject in each poster was analyzed. \u0000 \u0000In the study, literature review from descriptive analysis methods, document research from qualitative research methods and Secondary or conventional meaning (Iconographic Analysis) method, which is one of Erwin Panofsky's \"Iconographic and Iconological Art Criticism\" methods were used. \u0000 \u0000Bülent Erkmen made an effort to reflect the continuity and the signs from the personal perspectives of the artists in the posters he designed between 2020-2021. The method he applied on the posters related to the exhibitions draws attention as a method of connecting with the works and artists in the exhibition content. It has been concluded that in most of his designs, he attaches great importance to this connection and additional continuity. Although the works differ from each other, the effort of the designer to present signs from the work and to maintain it shows a characteristic feature. For this reason, in some designs, the theme and symbols of the work in which the poster is explained rather than the design were examined. It has been concluded that Erkmen, who presents narratives with contemporary art lines, reveals the symbolic ties with the concepts, thoughts and behaviors in his art, with a correct and detailed understanding.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128743676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
İngiltere’de 1969 yılından bu yana yayımlanmakta olan Tarih Öğretmek dergisi İngiliz Tarih Derneği’nin düzenli yayınlarından biridir. Ortaöğretim düzeyindeki tarih öğretmenleri için basılan dergi ulusal ve uluslararası anlamda önemli bir okuyucu kitlesine sahiptir. Tarih Öğretmek dergisi ülkede ortaöğretim tarih öğretimi alanında teorik ve pratik anlamda yaşanan değişim, dönüşüm ve yeniliklerin yanı sıra aksaklıkları ve bunların çözümüne yönelik önerileri yansıtan zengin bir yayın içeriğini barındırmaktadır. Bu araştırma Tarih Öğretmek dergisinin 2000 yılından bugüne kadar ki sayılarının incelenmesini amaçlamaktadır. Böylelikle tarih eğitimi alanında saygın ve önemli bir dergi örneğinde, akademik araştırmalardaki eğilimlerin ortaya konulması, belirtilen süreçte ülkede tarih eğitimi alanında gündem olan konulara ve alanın gelişimine ışık tutulması hedeflenmektedir. Nitel araştırma yaklaşımına dayanan çalışmanın deseni durum çalışmasıdır. Belgesel tarama yöntemiyle veri toplanan araştırmada elde edilen veriler içerik analizi yöntemine dayalı olarak analiz edilmiştir. Yapılan analiz doğrultusunda; derginin 2000 yılından bu yana yayımlanan sayılarında en çok ele alınan ana temanın tarihsel düşünme ve anlayış gelişimi olduğu görülmüştür. Derginin tarih öğretimi ile ilgili çeşitli sorunların çözümüne odaklanan ve başarılı uygulamaların tanıtılarak iyi fikirlerin paylaşıldığı bölümlerinde ise tarihsel konu ya da dönemlerin çok yönlü öğretimi, tarihsel sorgulama ve tarihsel anlayış geliştirme konularına sıkça değinildiği görülmüştür. Derginin yeni tarih öğretmenlerinin gelişimini amaçlayan ve bu konuda karşılaşılan sorunların ve çözüm önerilerinin işlendiği bölümlerinde ise alan eğitimi, kişisel/mesleki tutum ve gelişim, öğrenci gereksinimlerine uygun öğretim yapma konularında yaşanan sorunların sıklıkla ele alındığı görülmüştür. Bu bağlamda öğretmenlerin güncel ve etkili tarih öğretim yöntemlerini kullanma konusunda karşılaştıkları sorunlara da sıkça değinildiği görülmüştür.
{"title":"Recent History Education Agenda in England: In the Scope of “Teaching History” Journal","authors":"Aslı AVCI AKÇALI","doi":"10.47615/issej.1104038","DOIUrl":"https://doi.org/10.47615/issej.1104038","url":null,"abstract":"İngiltere’de 1969 yılından bu yana yayımlanmakta olan Tarih Öğretmek dergisi İngiliz Tarih Derneği’nin düzenli yayınlarından biridir. Ortaöğretim düzeyindeki tarih öğretmenleri için basılan dergi ulusal ve uluslararası anlamda önemli bir okuyucu kitlesine sahiptir. Tarih Öğretmek dergisi ülkede ortaöğretim tarih öğretimi alanında teorik ve pratik anlamda yaşanan değişim, dönüşüm ve yeniliklerin yanı sıra aksaklıkları ve bunların çözümüne yönelik önerileri yansıtan zengin bir yayın içeriğini barındırmaktadır. Bu araştırma Tarih Öğretmek dergisinin 2000 yılından bugüne kadar ki sayılarının incelenmesini amaçlamaktadır. Böylelikle tarih eğitimi alanında saygın ve önemli bir dergi örneğinde, akademik araştırmalardaki eğilimlerin ortaya konulması, belirtilen süreçte ülkede tarih eğitimi alanında gündem olan konulara ve alanın gelişimine ışık tutulması hedeflenmektedir. Nitel araştırma yaklaşımına dayanan çalışmanın deseni durum çalışmasıdır. Belgesel tarama yöntemiyle veri toplanan araştırmada elde edilen veriler içerik analizi yöntemine dayalı olarak analiz edilmiştir. Yapılan analiz doğrultusunda; derginin 2000 yılından bu yana yayımlanan sayılarında en çok ele alınan ana temanın tarihsel düşünme ve anlayış gelişimi olduğu görülmüştür. Derginin tarih öğretimi ile ilgili çeşitli sorunların çözümüne odaklanan ve başarılı uygulamaların tanıtılarak iyi fikirlerin paylaşıldığı bölümlerinde ise tarihsel konu ya da dönemlerin çok yönlü öğretimi, tarihsel sorgulama ve tarihsel anlayış geliştirme konularına sıkça değinildiği görülmüştür. Derginin yeni tarih öğretmenlerinin gelişimini amaçlayan ve bu konuda karşılaşılan sorunların ve çözüm önerilerinin işlendiği bölümlerinde ise alan eğitimi, kişisel/mesleki tutum ve gelişim, öğrenci gereksinimlerine uygun öğretim yapma konularında yaşanan sorunların sıklıkla ele alındığı görülmüştür. Bu bağlamda öğretmenlerin güncel ve etkili tarih öğretim yöntemlerini kullanma konusunda karşılaştıkları sorunlara da sıkça değinildiği görülmüştür.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129360878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study the inclusion level of UNESCO's global citizenship education paradigm’s which is one of the different approaches in global citizenship education in the social studies (4-5-6 and 7th grade) textbooks prepared according to the 1998 social studies curriculum in our country was examined. Fields related to global citizenship education in textbooks were determined under the guidance of Global Citizenship Education (GCED, (Global Citizenship Education Paradigm) developed by UNESCO. "Global Citizenship Education Review Form" was prepared by the researcher under the guidance of this paradigm. Fields related to global citizenship education in textbooks was determined by document analysis method in line with this prepared form.Content analysis technique was used in the analysis of the obtained data. As a result of the research, it was seen that the social studies textbooks prepared according to the 1998 curriculum do not directly include the concepts of "global citizen", "global citizenship", "global citizenship education". In addition, it has been determined that social studies textbooks support the cognitive and socio-emotional dimensions of UNESCO's understanding of global citizenship education, but do not sufficiently support the behavioral dimension. Another important result of the research is that the information that guides the actions of individuals in social studies textbooks is conveyed without prompting students to think critically. Changing expectations from individuals and society in the globalizing 21st century world requires education systems to adapt to this change. Therefore, it is thought that it would be beneficial for the textbooks of the social studies course, which has undertaken the task of raising responsible and active citizens in primary and secondary schools in the Turkish Education System, to address all dimensions of global citizenship education and what this change brings.
本研究考察了联合国教科文组织全球公民教育范式的包容性水平，该范式是根据我国1998年社会研究课程编写的社会研究(4-5-6和七年级)教科书中全球公民教育的不同方法之一。教科书中与全球公民教育相关的领域是在联合国教科文组织制定的全球公民教育(GCED, global citizenship education Paradigm)的指导下确定的。《全球公民教育回顾表》就是研究者在这一范式的指导下编写的。根据编制的表格，采用文献分析法确定教科书中与世界公民教育相关的领域。采用内容分析技术对所得数据进行分析。研究发现，根据1998年课程编制的社会教科书并没有直接纳入“全球公民”、“全球公民”、“全球公民教育”等概念。此外，已经确定，社会研究教科书支持教科文组织对全球公民教育的认知和社会情感层面的理解，但没有充分支持行为层面。该研究的另一个重要结果是，社会研究教科书中指导个人行为的信息没有促使学生进行批判性思考。在全球化的21世纪，个人和社会期望的变化要求教育系统适应这种变化。因此，人们认为，社会研究课程的教科书将是有益的，该课程承担了在土耳其教育系统的小学和中学培养负责任和积极的公民的任务，讨论全球公民教育的所有方面以及这种变化带来的影响。
{"title":"An examination of 1998 social studies textbooks in terms of UNESCO's global citizenship education paradigm","authors":"E. Karatekin","doi":"10.47615/issej.1102520","DOIUrl":"https://doi.org/10.47615/issej.1102520","url":null,"abstract":"In this study the inclusion level of UNESCO's global citizenship education paradigm’s which is one of the different approaches in global citizenship education in the social studies (4-5-6 and 7th grade) textbooks prepared according to the 1998 social studies curriculum in our country was examined. Fields related to global citizenship education in textbooks were determined under the guidance of Global Citizenship Education (GCED, (Global Citizenship Education Paradigm) developed by UNESCO. \"Global Citizenship Education Review Form\" was prepared by the researcher under the guidance of this paradigm. Fields related to global citizenship education in textbooks was determined by document analysis method in line with this prepared form.Content analysis technique was used in the analysis of the obtained data. \u0000As a result of the research, it was seen that the social studies textbooks prepared according to the 1998 curriculum do not directly include the concepts of \"global citizen\", \"global citizenship\", \"global citizenship education\". In addition, it has been determined that social studies textbooks support the cognitive and socio-emotional dimensions of UNESCO's understanding of global citizenship education, but do not sufficiently support the behavioral dimension. Another important result of the research is that the information that guides the actions of individuals in social studies textbooks is conveyed without prompting students to think critically. Changing expectations from individuals and society in the globalizing 21st century world requires education systems to adapt to this change. Therefore, it is thought that it would be beneficial for the textbooks of the social studies course, which has undertaken the task of raising responsible and active citizens in primary and secondary schools in the Turkish Education System, to address all dimensions of global citizenship education and what this change brings.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129190387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the Covid-19 Pandemic period, according to the data of the World Health Organization on 08.02.2021, more than 105 million people were infected with the virus and more than two million people died. The pandemic prevented education from being carried out at school and in our country as in the world, education was carried out in the form of distance education activities. In this process, it is necessary to put forward the positive aspects and limitations of distance education in a realistic way in order to increase the quality of education and to increase the efficiency of the distance education activities applied. In order to do this, students' views on distance education are important. From this point of view, the aim of the study is to determine student views on Social Studies course in the distance education process. The study was conducted with the case study method, one of the qualitative research methods. One of the case study designs, a holistic single wrap pattern was used in the study. The population sample of the study consists of 37 students studying at a public school in Kırşehir. In the sample group, there are a total of 37 students, 12 from the 5th grade, 11 from the 6th grade, and 14 from the 7th grade. 19 of 37 students are girls and 18 are boys. The study sample was determined by purposeful sampling method. The semi-structured interview form prepared by the researcher was used as the data collection tool in the study. The interview form consists of 5 questions. The data were collected by the researcher from the students using on-line interview programs. Content analysis was used in the analysis of the data and interpreted with descriptive analysis. As a result of the study, students' views on the educational activities of the Social Studies course in the distance education process were determined and it was revealed that the students liked to take the social studies course with distance education, but they had difficulty in understanding due to the technical problems and the difficulties experienced in distance education. In order to make the social studies lesson with distance education more efficient, it is recommended to eliminate the technical problems in distance education and to develop and use materials for distance education.
{"title":"Student Views on Distance Education Activities in Social Studies Education in the Corona Virus Process","authors":"Emine Yalman","doi":"10.47615/issej.1073851","DOIUrl":"https://doi.org/10.47615/issej.1073851","url":null,"abstract":"During the Covid-19 Pandemic period, according to the data of the World Health Organization on 08.02.2021, more than 105 million people were infected with the virus and more than two million people died. The pandemic prevented education from being carried out at school and in our country as in the world, education was carried out in the form of distance education activities. In this process, it is necessary to put forward the positive aspects and limitations of distance education in a realistic way in order to increase the quality of education and to increase the efficiency of the distance education activities applied. In order to do this, students' views on distance education are important. From this point of view, the aim of the study is to determine student views on Social Studies course in the distance education process. \u0000 \u0000The study was conducted with the case study method, one of the qualitative research methods. One of the case study designs, a holistic single wrap pattern was used in the study. The population sample of the study consists of 37 students studying at a public school in Kırşehir. In the sample group, there are a total of 37 students, 12 from the 5th grade, 11 from the 6th grade, and 14 from the 7th grade. 19 of 37 students are girls and 18 are boys. The study sample was determined by purposeful sampling method. The semi-structured interview form prepared by the researcher was used as the data collection tool in the study. The interview form consists of 5 questions. The data were collected by the researcher from the students using on-line interview programs. Content analysis was used in the analysis of the data and interpreted with descriptive analysis. \u0000As a result of the study, students' views on the educational activities of the Social Studies course in the distance education process were determined and it was revealed that the students liked to take the social studies course with distance education, but they had difficulty in understanding due to the technical problems and the difficulties experienced in distance education. In order to make the social studies lesson with distance education more efficient, it is recommended to eliminate the technical problems in distance education and to develop and use materials for distance education.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"abs/1808.07712 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116847766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's age of technology, international organizations have become an indispensable element for all states by increasing their importance in the international system. States become members of international organizations for various purposes such as the continuation of their own systems and the establishment of relations with other states and to find solutions to existing common problems. For this reason, there are many international organizations of which every state is a member. In our country, the definitions and aims of international organizations are discussed in Social Studies textbooks by associating them with 'achievements'. In this study, it is aimed to analyze the way in which international organizations in the Social Studies textbooks at the primary and secondary school level are handled, with which subjects they are associated and what kind of examples are given about these organizations. In this study, in which the qualitative research method was adopted, the document analysis method was used. Based on the data obtained, it has been seen that the textbooks include various newspaper news prepared for the purpose of providing information about international organizations, reading texts in which the reports published on the work of international organizations are subject, and supporting questions about them. It has been concluded that international organizations are mostly included in the "Global Connections" section, which is the last learning area of the textbooks, and UNESCO, which is affiliated to the United Nations, is the most discussed among these organizations.
{"title":"AN ANALYSIS ON THE ISSUES OF INTERNATIONAL ORGANIZATIONS IN SOCIAL STUDIES TEXTBOOKS","authors":"Gökhan Eşel, Y. Coşkun","doi":"10.47615/issej.1093626","DOIUrl":"https://doi.org/10.47615/issej.1093626","url":null,"abstract":"In today's age of technology, international organizations have become an indispensable element for all states by increasing their importance in the international system. States become members of international organizations for various purposes such as the continuation of their own systems and the establishment of relations with other states and to find solutions to existing common problems. For this reason, there are many international organizations of which every state is a member. In our country, the definitions and aims of international organizations are discussed in Social Studies textbooks by associating them with 'achievements'. \u0000In this study, it is aimed to analyze the way in which international organizations in the Social Studies textbooks at the primary and secondary school level are handled, with which subjects they are associated and what kind of examples are given about these organizations. In this study, in which the qualitative research method was adopted, the document analysis method was used. Based on the data obtained, it has been seen that the textbooks include various newspaper news prepared for the purpose of providing information about international organizations, reading texts in which the reports published on the work of international organizations are subject, and supporting questions about them. It has been concluded that international organizations are mostly included in the \"Global Connections\" section, which is the last learning area of the textbooks, and UNESCO, which is affiliated to the United Nations, is the most discussed among these organizations.","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132436440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Türkçe Derslerinde Metinlerle Eleştirel Düşünme Becerisinin Geliştirilmesi Bağlamında İşlevsel Bir Yaklaşım Önerisi: Çocuklar İçin Felsefe (P4C)","authors":"Zeynep CİN ŞEKER","doi":"10.47615/issej.1094455","DOIUrl":"https://doi.org/10.47615/issej.1094455","url":null,"abstract":"","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133713947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the relationship between teachers’ digital literacy skills and lifelong learning tendencies. The relational survey model was used in this study. The sample of the study consists of 367 teachers working in preschool, primary school, middle school and high school levels in Afyonkarahisar city center. Frequency, percentage, standard deviation, mean, independent samples t-test, Pearson moment correlation, regression and two-way variance (Anova) analysis were used in the analysis of the data. The result of the study revealed that teachers’ digital literacy skill levels and lifelong learning tendencies are high. A significant difference was found between teachers’ lifelong learning tendencies and digital literacy skill levels. It was observed that this difference was in favor of those with high digital literacy skills. In addition, on teachers' lifelong learning tendencies; the common effect of gender and digital literacy skill levels was found to be significant; but branch, seniority, level and digital literacy skill levels do not have a common effect.It was found that there is a significant, moderate and positive relationship between teachers' digital literacy skills and lifelong learning tendencies. At the same time, positive and moderately significant relationships were found between these two variables in gender, branch, seniority and level
{"title":"Öğretmenlerin Dijital Okuryazarlık Beceri Düzeyleri İle Yaşam Boyu Öğrenme Eğilimleri Arasındaki İlişkinin İncelenmesi (Afyonkarahisar Örneklemi)","authors":"G. Ocak, Sümeyye Çengelci̇, Ramazan Yurtseven","doi":"10.47615/issej.1103143","DOIUrl":"https://doi.org/10.47615/issej.1103143","url":null,"abstract":"The aim of this study is to examine the relationship between teachers’ digital literacy skills and lifelong learning tendencies. The relational survey model was used in this study. The sample of the study consists of 367 teachers working in preschool, primary school, middle school and high school levels in Afyonkarahisar city center. Frequency, percentage, standard deviation, mean, independent samples t-test, Pearson moment correlation, regression and two-way variance (Anova) analysis were used in the analysis of the data. The result of the study revealed that teachers’ digital literacy skill levels and lifelong learning tendencies are high. A significant difference was found between teachers’ lifelong learning tendencies and digital literacy skill levels. It was observed that this difference was in favor of those with high digital literacy skills. In addition, on teachers' lifelong learning tendencies; the common effect of gender and digital literacy skill levels was found to be significant; but branch, seniority, level and digital literacy skill levels do not have a common effect.It was found that there is a significant, moderate and positive relationship between teachers' digital literacy skills and lifelong learning tendencies. At the same time, positive and moderately significant relationships were found between these two variables in gender, branch, seniority and level","PeriodicalId":288296,"journal":{"name":"Uluslararası Sosyal Bilimler Eğitimi Dergisi","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124070855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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