An Example For Comparative Social Studies Teaching: The Perceptions of Turkish and Russian Secondary School Students Towards “Good Citizenship”

Abstract

ÖzBu araştırmanın amacı, karşılaştırmalı eğitime bir örnek olması için Türk ve Rus ortaokul öğrencilerinin iyi vatandaşlık algılarını ortaya koymaktır. Araştırmada nitel araştırma yönteminden, durum çalışması modeli kullanılmıştır. Araştırmanın çalışma grubundaki Türk ortaokul öğrencilerini Antalya merkezdeki bir ortaokulun 7. ve 8. sınıf öğrencileri (toplam 31 öğrenci) oluşturmuştur. Çalışma grubundaki Rus ortaokul öğrencilerini ise Antalya'da özel bir yabancı okulda öğrenim gören 24 öğrenci oluşturmuştur. Çalışmanın sonuçları genel olarak değerlendirildiğinde, Türk öğrencilerin Rus öğrencilere göre iyi vatandaşı daha ulusalcı bir çerçevede açıkladıkları, Rus öğrencilerin ise iyi vatandaşı daha evrensel bir şekilde ifade ettikleri görülmüştür. Elde edilen sonuçları, sosyal bilgiler öğretim yaklaşımlarının ve sosyal bilgiler dersinin sınıf içi uygulamalardaki farklılığı ile açıklamak mümkündür. AbstractThe aim of the research is to reveal the perceptions of Turkish and Russian secondary school students towards good citizenship as an example of comparative study. The case study model was used in the research. The Turkish secondary school students in the study group consisted of seventh and eighth grade students (totally 31 students) from a secondary school in the center of Antalya. The Russian secondary school students in the study group consisted of 24 students studying at a private foreign school in Antalya. The results of the study indicate that the Turkish students explained "good citizen" in a more nationalist framework than the Russian students while the Russian students explained "good citizen" in a more universal framework than the Turkish students. It is possible to explain these findings with the differences

Untitled

“…The acquisitions in the Russian textbook are more universal. The results that support this situation are achieved in the studies of Akhan and Cicek (2019) and .…”

“…In this case, Turkey and it expressed in the work program to be dependent on social information processing in Russia. Also, in Akhan et al's (2019) study, it appears that Russia's social studies curriculum takes place in the form of a universal citizens by raising Turkey. This situation, namely the fact that Russia refrains from emphasizing the local because of its more cosmopolitan public structure can be explained by the understanding of uniting different ethnic origins around the understanding of universality.…”

“…As a result of this situation, it can be concluded that the knowledge acquired by Russian students in this course is more universal than Turkish students. In the study of Akhan and Cicek (2019), one of the studies supporting this situation, "good citizen perceptions" of Turkish and Russian secondary school students were revealed. It has been determined that Turkish students express good citizenship in a more nationalistic way, and Russian students in a more universal way, as libertarian people who do good deeds for the country and the world.…”

“…In addition, there are studies in the literature comparing Social Studies courses in Turkey with Social Studies courses in various countries (see Merey et al 2012;Osmanoglu & Yildirim, 2013;Ozturk & Ozturk, 2013;Seker, 2014;Yazici, 2009). Studies comparing natural and Environmental Science courses in Russia and Social Studies courses in Turkey have also been found in the literature (see Akhan & Cicek, 2019;). However, to our knowledge, there was no study comparing the Life Sciences courses in Turkey and the "The World Around" courses in Russia, which has remained underresearched.…”

History Teaching Approaches Preferred by Turkish and Russian History Teachers

“…In addition, Akhan, Babaev, and Çiç ek (2019) revealed in their studies that Russia's educational goals are based on more universal and humanitarian values compared to the Turkish education system. In Akhan and Çiç ek (2019), it was observed that Turkish students expressed good citizenship in a more nationalist framework than Russian students while Russian students expressed good citizenship more universally. The researchers explained these results with reference to the difference in classroom practices.…”