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The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine the opinions of the teacher candidates who continue the undergraduate program of social studies education towards the flipped classroom model and its usability in social studies course. Phenomenology which is one of patterns of the qualitative research approach was used as the individual perceptions of the students were examined in the study. Purposeful sampling method was used in the determining the study group of the research and nine teacher candidates were included in the study with criteria sampling. The data were collected with a semi-structured interview form. Content analysis method was used in the analysis of research data. As a result, teacher candidates have a positive attitude towards technology-supported teaching processes and stated that the use of flipped classroom model in social studies course would solve many problems like time management and absence of in-class practices. Moreover, it has been stated that prospective teachers are not equipped enough to implement this model, and problems may arise due to supervision during the application phase. Finally, teacher candidates stated they wanted to use the flipped classroom model in the teaching process, but that a certain experience has to be provided first.

ABSTRACT:This study aimed to reveal students' views regarding the teaching of the Atatürk's Principles and History of Revolution (APHR) course by distance education. The survey model was employed in the study. The study group consisted of 645 students attending Karadeniz Technical University and Karabük University. The research results showed that although the participants receiving the APHR course by distance education had a high level interest in history of revolution subjects, they had a low level participation in the APHR course. Most of the participants wanted the APHR course to continue to be taught at higher education level without any change in its content and name. The participants thought that the teaching of the Atatürk's Principles and History of Revolution accomplished its goals at medium and high levels. Among the problems encountered by the students in the APHR teaching by distance education, the most prominent ones were the inadequacy of the teaching methods employed, exam-oriented instruction, and the insufficiency of the teaching materials used. Traditional lecture and adhesion to textbook continued in distance education, too. It was seen that most of the participants receiving the APHR course by distance education did not attend the lessons regularly and thought that teaching the APHR course by distance education was not beneficial.Keywords: Atatürk's principles; history of revolution; distance education; university students Extended AbstractPurpose and Significance: This study aimed to reveal students' views regarding the teaching of the Atatürk's Principles and History of Revolution (APHR) course by distance education. It was considered significant to open up for discussion the functionality of distance education, which was regarded as an alternative tool for solving such problems experienced in the teaching of the APHR course as physical space problems, insufficiencies in exams, lack of lecturers, and inadequacies concerning the use of teaching methods and materials, in the teaching of the APHR course and to address its outcomes in consideration of face-to-face education.

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Öz: Türkiye Cumhuriyeti'nde öğretim programlarının eğitim bilimi ilkeleri doğrultusunda radikal bir şekilde yenilendiği dönemin ürünü olan 9. Sınıf Tarih Dersi Öğretim Programı, 2007 yılında yayımlanmış ve 2017 yılına kadar yürürlükte kalmıştır. 2017 yılında yayımlanan ve 2018 yılında güncellenen Ortaöğretim Tarih Dersi 9-11 Öğretim Programı'nda, ders kitabı yazımında dikkat edilecek hususlara yer verilmiştir. Bu araştırmanın amacı, tarih dersi öğretim programında yer alan "Ders Kitabı Yazımında Dikkat Edilmesi Gereken Hususlar" başlığı altındaki maddelerin, MEB tarafından 2017'de yayımlanan 9. sınıf tarih ders kitabının yazımında ne oranda gerçekleştirildiğini belirleyebilmektir. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Araştırmanın verileri, 2017 yılında yayımlanan Ortaöğretim Tarih Dersi 9-11 Öğretim Programı'na göre yazılmış ilk ürün olan, MEB tarafından 1.354.199 adet basılan ve tek kitap olarak 9. sınıftaki tüm öğrencilere sunulan tarih ders kitabından elde edilmiştir. Yazılı ve görsel içeriğin analizi sonucu ders kitabından elde edilen veriler; nitelikli hazırlık çalışmaları, görsel ve edebî ürün kullanımı, kavram öğretimi, etkinlik tasarımı, tarihsel becerilerin kazandırılması, ölçme ve değerlendirme çalışmaları, temel ve güncel kaynakların kullanımı konusunda öğretim programındaki ders kitabı yazımında dikkat edilecek hususların yeterince gerçekleştirilemediğini ortaya koymaktadır.