Activities of Social Studies Teachers in Non-governmental Organizations and Perception of Volunteering

Abstract

Volunteering can be stated as activities performed for the benefit of the society regardless of the interests of the people. Such activities are of great importance for the strengthening of the social structure. In this study, the activities of social studies teachers in non-governmental organizations and the perception of volunteering were tried to be determined. In this context, the research was carried out in the phenomenology pattern, which is one of the qualitative research methods. The study group of the study consisted of 38 social studies teachers determined by purposeful sampling method. In the study, the data were collected by structured interview form and analyzed by descriptive analysis method. The data of the research were collected in the spring semester of the 2019-2020 academic year. The results of the research: In the definition of volunteering in the study, the most repeated result is the benefit of society, benevolence, and favorable income without waiting for a financial response. It was concluded that volunteering increases solidarity and empathy and improves unity-togetherness and solidarity. In the study, the reasons for the low rate of volunteerism in Turkey unconsciousness, educational shortcoming is that prejudice and politics intertwined. It was concluded that the most needed volunteering activities should be in the fields of education, environment, children and health.

Ortaokul Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Tutumu ile Sosyal Sorumluluğu Arasındaki İlişkide Yaşam Doyumunun Aracılığı

“…This shows the important role of social studies course in educating students as socially responsible citizens. In the literature, many researchers stated that social studies course plays an important role in raising individuals' awareness of social responsibility (Başer, 2015;Berman, 1990;Berman & La Farge, 1993;Deveci & Eryılmaz, 2016Faiz, 2020, Morris, Kan & Morris, 2000Parker, 2014;Reichert & Print, 2018;Seçgin & Yazıcı, 2018).…”

“…Ancak ortaokul öğrencilerinin yaşam doyumu ve sosyal sorumluluğu arasındaki ilişkinin araştırıldığı bir araştırmaya rastlanılamamıştır. Benzer şekilde alanyazında sosyal bilgiler dersi ile sosyal sorumluluk arasındaki ilişkiyi tartışan çalışmaların olmasına karşın, iki değişken arasındaki ilişkinin araştırıldığı bir araştırmanın bulunmadığı görülmüştür (Başer, 2015;Berman, 1990;Berman ve La Farge, 1993;Deveci ve Eryılmaz, 2016Faiz, 2020, Morris, Kan ve Morris, 2000Parker, 2014;Reichert ve Print, 2018;Seçgin ve Yazıcı, 2018). Tüm bu alanyazın incelemeleri sonucunda sosyal bilgiler dersine yönelik tutum, yaşam doyumu ve sosyal sorumluluk arasındaki ilişkinin araştırıldığı bir araştırmanın bulunmadığı belirlenmiştir.…”

“…Elde edilen bu sonuç sosyal bilgiler dersinin öğrencilerin sosyal sorumluluk sahibi bireyler olarak yetişmesini sağlamadaki etkililiğini açıklayan somut bir gösterge olarak kabul edilebilir. Araştırmanın bu sonucunu destekler biçimde birçok araştırmacı sosyal bilgiler dersinin bireylere sosyal sorumluluk bilinci kazandırmada önemli rol oynadığını belirtmiştir (Başer, 2015;Berman, 1990;Berman ve La Farge, 1993;Deveci ve Eryılmaz, 2016Faiz, 2020, Morris, Kan ve Morris, 2000Parker, 2014;Reichert ve Print, 2018;Seçgin ve Yazıcı, 2018). Araştırmanın bu sonucu sosyal bilgiler dersinin sosyal sorumluluk sahibi bireyler yetişmesinde etkili bir ders olduğunu ortaya koymaktadır.…”

“…Although it is seen that there are theoretical studies explaining the relationship between social studies courses and life satisfaction in the literature (Farman et al, 1978;Sönmez, 2010;Sözer, 1998), any study investigating the relationship between students' life satisfaction and social responsibility has not been found. Similarly, although there are studies discussing the relationship between social studies course and social responsibility in the literature, there is no research investigating the relationship between the two variables (Başer, 2015;Berman, 1990;Berman & La Farge, 1993;Deveci & Eryılmaz, 2016Faiz, 2020, Morris, Kan, & Morris, 2000Parker, 2014;Reichert & Print, 2018;Seçgin & Yazıcı, 2018). As a result of all these literature reviews, it has been determined that there is no research investigating the relationship between attitude towards social studies course, life satisfaction, and social responsibility.…”

Seventh-Grade Students’ Perspective on Non-Governmental Organization

“…Most of the research on non-governmental organizations in the field of education is related to the educational activities of non-governmental organizations (Akatay, 2019;Kallioniemi et al, 2010;Karataş, 2013;Naylor & Ndaruhutse, 2015;Park, 2006;Ribeiro et al, 2012;Ribeiro et al, 2016;Selanik-Ay, 2016;Taylor, 2019;Xiong & Li, 2017). There are also studies conducted with teachers and mostly preservice teachers for active citizenship (Değirmenci & Eskici, 2019;Dere & Akdeniz, 2021;Egüz & Kafadar, 2020;Ersoy, 2014;Faiz, 2020). In addition, there are also studies directly on students related to active citizenship (Akar & Keser-Aschenberger, 2016;Bengiç-Çolak, 2015;Demirhan-Işık, 2018;Finley, 2011;Kızılay, 2015).…”