ÖZETBu araştırmanın amacı sınıf öğretmenlerinin ilkokul 4. sınıf İnsan Hakları, Yurttaşlık ve Demokrasi dersinde yaşanan sorunlarla ilgili görüşlerinin neler olduğunu saptayarak öğretmenlerin İHYD dersiyle ilgili önerilerini sunmaktır. Çalışma nitel araştırma desenlerinden durum çalışmasına göre yürütülmüştür. Bu kapsamda gerçekleştirilen çalışmanın katılımcıları maksimum çeşitlilik örneklem yöntemi ile Sivas ilinde görev yapan ve 4. sınıfları okutan 10 sınıf öğretmeninden oluşmaktadır. Araştırma sorularına yanıt aramak üzere yarı yapılandırılmış görüşme formu kullanılarak veriler toplanmıştır. Elde edilen veriler Nvivo10.0 programı kullanılarak çözümlenmiştir. Yapılan görüşmeler sonrasında ortaya çıkan kodlardan hareketle benzerlikler ve farklılıklar göz önünde bulundurularak kategoriler ve devamında temalar oluşturulmuştur. Araştırma sonucunda 4. sınıf öğrencilerinin yaş grubu göz önüne alındığında İnsan Hakları, Yurttaşlık ve Demokrasi dersinin 4. sınıfta okutulmasının öğrencilere faydalı olacağı görülmektedir. Fakat ders kitabı içeriğinin ve İHYD dersi programı kazanımlarının, öğrencilerin bilişsel somut işlemler döneminde olmasından dolayı konu ve kavramlarda sadeleştirmeler yapılarak ve kazanımlar ile ders süresi arasında denge kurulması sağlanarak, derste yaşanan zorlukların üstesinden gelinebileceği yönünde öğretmenlerin çeşitli önerileri olduğu görülmektedir.Anahtar Kelimeler: İnsan Hakları, Demokrasi Eğitimi, Yurttaşlık. EVALUATION OF THE PROBLEMS ENCOUNTERED in 4 th GRADE "HUMAN RIGHTS, CITIZENSHIP AND DEMOCRACY" COURSE BY FORM TEACHERS ABSTRACTThe aim of this study is to determine the views of classroom teachers with regard to the problems in 4th grade Human Rights Citizenship and Democracy in primary school and present their suggestions related to HRCD class. The study was conducted according to case study, one of the qualitative research methods. In this context, the participants of the study is composed of 10 form teachers who teach 4th graders in Sivas Province and who were chosen according to maximum diversity sampling method. Data were collected using semi-structured interview form to seek answers for research questions. The data obtained were analyzed using the Nvivo10.0 program. Based on emerging codes in the interviews, categories and then themes were formed by considering the similarities and differences. As a result of the study, it is seen that it is beneficial to Human Rights Citizenship and Democracy subject in the 4 th grade when the age group of 4th grade students is taken into consideration. However, it is seen that teachers have various solutions for overcoming the problems. They stated that the content of the course book and the objectives of the HRCD syllabus should be balanced by simplifying topics and concepts considering that learners are in concrete processing period.Key Words: Human Rights, Democracy Education, Citizenship * Cumhuriyet Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi / Sosyal Bilgiler Eğitimi Yüksek Lisans Öğrencisi, ersen.toprak@h...

The purpose of this study is to determine how the attitudes and perceptions of classroom teachers towards social studies lesson affect those of the students towards the same lesson and to develop suggestions about social studies lesson. Social studies classes, which aim to bring up active citizens by helping them attain three of its most important objectives: rights, freedoms and democracy qualities, are first introduced to students in primary schools by primary school teachers. In this kind of lesson, primary school teachers' attitudes towards and perceptions of the lesson play a key role in terms of students who are the basis of posterity. In this regard, this study was carried out to indicate the importance of how primary school teachers' attitudes and perceptions towards social studies lesson affect students' attitudes towards this lesson. The present study aimed to examine primary school teachers' perceptions of and attitudes towards the social studies lesson and students' attitudes towards social studies lesson in terms of various factors and to study how this affects students' attitudes. This study was conducted by collecting both quantitative and qualitative data, and it adopted a multi-staged mixed method design to explore the relationship between various factors and aspects. To collect quantitative data, “social studies attitude scale for students", "social studies attitude scale for teachers" and "social studies self-efficacy scale for teachers" were used. To collect qualitative data, an interview protocol consisting of 18 questions with follow-up questions was used. The sample of the study consisted of 267 5th graders, and the study group consisted of 21 primary school teachers. SPSS 21 was used to calculate descriptive analyses, correlation analyses and one-way analysis of variance (ANOVA) while analyzing quantitative data. In qualitative data analysis, Nvivo 10.0 was used. The results indicated that primary school teachers ‘attitudes towards social studies lesson, and their competence are above the average. It is concluded that there is a positively significant relationship between primary school teachers ‘attitudes, perceptions and students ‘attitudes towards social studies lesson, students' achievements and the teachers' self-efficacy in the social studies lesson.