Civically minded: the types of knowledge teachers use to adapt a civics curriculum

Perception Teachers Civics the Implementation of the Curriculum

“…From the results of the FGDs and interviews with T1, T2, T3, T4, T5, T6, T7, T8, T9, and T10 (April, 2015), it is obtained that most teachers still have difficulty in use of school facilities and infrastructure, utilization of information technology (ICT), inculcation of honesty, discipline, responsibility, care at school, use of the internet, encourage students to think critically, foster initiative, develop interpersonal relationships in group work, carry out interactive, inspirational learning , fun, challenging, and motivating students, applying learning with an experimental approach (trying), implementing project based learning, creating a pleasant learning atmosphere, designing project planning, giving students experience, organizing projects, and making collaborative time allocations with students, the application of discovery-based learning (discovery learning), encourages students' potential to be able to use, unravel, assemble, modify, create, and create new products through learning discovery, all of these indicators are not easy to do. The results of this study are in line with the research of [23] which explains that implementing scientific learning by activating students is also a difficulty for teachers. This difficulty is due to the diverse abilities of students, students are not accustomed to learning constructivism approaches, insufficient learning time, and lack of means in the form of books that are in line with the 2013 Curriculum.…”

The Good, the Bad, and the Ugly: How Social Media Operates in the Civic Sphere

“…The importance of learning to consider multiple perspectives as part of the process of arriving at one's own understanding of an issue has received renewed research interest in recent decades. Building on prior literature, Toledo and Enright ( 2021) have defined civic perspective-taking as a "process wherein students examine multiple perspectives on public issues and form their own stances on these issues using fact-based reasons with a consideration for the public good," (p. 4-5; Bickmore & Parker, 2014;Hess, 2004; National Council for the Social Studies [NCSS], 2013; Selman & Kwok, 2010;Toledo, 2017Toledo, , 2019Toledo, , 2020Torney-Purta, 2002;Torney-Purta et al, 2001). In other words, civic perspective-taking asks students to consider various positions on issues and to use evidence to support the position that they adopt for themselves.…”

Analysis of the Subjects and Reasons of Curriculum Studies

“…Fullan ve Pomfret'e (1977) göre, programların nasıl uygulandığı bilinmeden etkisi üzerine değerlendirme yapılamayacağı için programa bağlılık konusundaki araştırmalara ihtiyaç vardır. Yurtdışındaki araştırmalarda ise programa bağlılığın meslek etiği (Sholtz, 2020), mesleki yeterlilik (Toledo, 2020), öğretmen özerkliği (Erss vd., 2016;Mcinerney, 2019) ve programın etkililiği (Burti, 2010;Cullen ve Jordan, 2011;Fahey, 2012) açısından ele alındığı görülmüştür. Öğretmenlerin programları farklı sosyoekonomik düzeylerden ve ırklardan olan öğrencilerin ihtiyaçlarını dikkate alarak düzenleyebilmelerinin günümüzde göç almakta olan ülkelerin ortak hedeflerinden biri olabileceği öngörüsüyle, programa bağlılık konusunun araştırılması gerektiği düşünülmektedir.…”