Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

doi:10.12738/estp.2017.4.0343

Cited by 2 publications

(1 citation statement)

References 31 publications

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“…This study focuses more on understanding the concept of social change in order to develop students' creative thinking skills. Methods and conceptual approaches need to be applied through educators and learning, because they condition students to increase their vocabulary for social change and synergistically condition students to develop creative thinking skills (Ilhan Ilter, 2017). Teaching using conventional methods such as lecture method does not condition students to understand concepts.…”

Section: Abstract: Understanding Concept Creative Thinking Abilitiesmentioning

confidence: 99%

Causality Analysis of Concept Understanding With Creative Thinking Ability of Student to Social Change

2021

edusciences

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Creative thinking develops from students' potential; however, the level of ability to think creatively is different for every human being. Many scientists argue that the higher person's education level will be followed by the ability to think creatively. This statement's emergence stems from the idea that the higher a person's education is because the person receives more education and learning in quantity. From a different perspective, educators worry that the more knowledge a person gets from education and learning is mostly forgotten. It can be believed that not all learning can be understood by students. The conceptual approach applied in learning can help students understand various concepts. The quality of one's understanding can contribute to the ability to think creatively. The purpose of this study was to describe the causal relationship between conceptual understanding and creative thinking skills. The research data were obtained from 38 students through the pre-test and post-test of learning social change. The research data were analyzed using linear regression analysis. The results showed that the contribution of conceptual understanding to thinking creatively was 87%, and other factors influenced the rest. This study concluded that their causal relationship is significant between conceptual understanding and creative thinking skills.

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Section: Abstract: Understanding Concept Creative Thinking Abilitiesmentioning

confidence: 99%

Causality Analysis of Concept Understanding With Creative Thinking Ability of Student to Social Change

2021

edusciences

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Günümüz Sınıflarında Sosyal Bilgilerin Öğretimi: Öğretmenlerin Yöntemleri ve Pedagojik Uygulamaları

Ilter¹

2018

Kuramsal Eğitimbilim

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The purpose of this study was to describe social studies teachers' teaching style by investigating the teaching methods and teaching practices that they preferred in their classrooms for their students within the context of social studies instruction. The design of the study was based on a survey research method. The participants consisted of 72 social studies teachers working in middle-schools in Kahramanmaraş province in Turkey. The data of the study were gathered through a 30-point Likert-type questionnaire. The data were analyzed using descriptive statistics. As a results, it was found that the majority of the teachers participating in this study adopted a traditional teaching approach within the context of social studies instruction. This was because they integrated the content-area topics and textual information with passive learning methods (i.e. the teacher lecturing from notes) in half or more of the course time. These teachers tended to focus on a teaching style that reflected the transfer of knowledge via the teacheroriented methods and activities rather than interactive, independently supported student-centered learning activities in the learning-teaching process.ÖZ: Bu araştırmanın amacı, tarama yöntemine dayanılarak sosyal bilgiler öğretmenlerinin sosyal bilgiler dersi öğretimi bağlamında öğrencileri için ne tür öğretim yöntemlerini ve uygulamaları tercih ettiklerini ortaya çıkararak onların öğretim ile ilgili tarzını tarif etmektir. Çalışmanın katılımcılarını Kahramanmaraş ili merkezine bağlı ortaokullarda görev yapan 72 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırmanın verileri 30 maddelik Likert tipi bir anket aracılığıyla toplanmış ve elde edilen veriler tanımlayıcı istatistikler kullanılarak analiz edilmiştir. Elde edilen bulgularda öğretmenlerin çoğunluğunun derslerinde metinsel bilgi ve konuları ders zamanlarının yarısı veya daha fazlasında pasif öğrenme yöntemleri ile öğrencilerine kazandırdığı (öğretmen ağırlıklı ders anlatımları) dolayısıyla öğretimlerinde daha geleneksel bir öğretim anlayışını benimsediği tespit edilmiştir. Bu öğretmenler, genel olarak öğrenme-öğretme sürecinde etkileşimli veya bağımsız öğrenmeyi destekleyen öğrenci merkezli öğrenme yaklaşımları yerine öğretmen denetimi aracılığıyla bilgi geçişini yansıtan bir öğretim tarzına yönelme eğilimindedirler.Anahtar kelimeler: öğretim yöntemleri ve uygulamaları, sosyal bilgiler öğretimi, öğretim tarzı, geleneksel öğretim.

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Concept-Teaching Practices in Social Studies Classrooms: Teacher Support for Enhancing the Development of Students’ Vocabulary

Cited by 2 publications

References 31 publications

Causality Analysis of Concept Understanding With Creative Thinking Ability of Student to Social Change

Causality Analysis of Concept Understanding With Creative Thinking Ability of Student to Social Change

Günümüz Sınıflarında Sosyal Bilgilerin Öğretimi: Öğretmenlerin Yöntemleri ve Pedagojik Uygulamaları

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