Kuramdan Uygulamaya Hayat Bilgisi ve Sosyal Bilgiler Öğretimi

Kabapınar, Yücel

doi:10.14527/9786053643234

Cited by 65 publications

(89 citation statements)

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“…Başka bir ifadeyle bu ders, öğrencilerin kavrama düzeyleri gözetilerek sosyal bilimlerin gerçek yaşama ve yaşanılan topluma ilişkin konulara yer vermektedir (İnan, 2014). Sosyal bilgiler dersi, sosyal bilimler alanında üretilen akademik bilgiyi öğrencilerin gelişim düzeyleri, hazırbulunuşlukları, ilgi ve gereksinimlerini dikkate alarak basitleştirilmiş biçimde vermeye çalışmaktadır (Kabapınar, 2009). Buna göre sosyal bilgiler; tarih, coğrafya, felsefe, psikoloji, sosyoloji, antropolji, hukuk, arkeoloji ve ekonomi gibi sosyal bilim alanlarını içerisinde barındıran bir derstir.…”

Section: Türkçe Sürüm Girişunclassified

“…In other words, this course covers subject matters related to real life and the society by considering students' comprehension levels (İnan, 2014). The social studies course attempts to deliver the academic knowledge produced in social sciences in a simplified way by taking into account students' developmental levels, readiness, interests and needs (Kabapınar, 2009). Accordingly, social studies is a course the contains areas of social sciences such as history, geography, philosophy, sociology, anthropology, law, archaeology and economy.…”

Section: Introductionmentioning

confidence: 99%

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Problems and solutions in achieving learning outcomes of the 4th grade social studies curriculum

Bayır

2018

ijocis

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The aim of this study was to determine the outcomes in which problems were encountered in terms of achievement and reveal these problems experienced in social studies instruction based on elementary school teachers' views. The study was designed in accordance with the mixed research method. A questionnaire was firstly administered to the elementary school teachers, and then semi-structured interviews were conducted. In the light of the findings, it was revealed that elementary school teachers experienced problems regarding certain course outcomes. These outcomes included: "Students put themselves into the shoes of other individuals who have different characteristics.", "Students make inferences about the location of a place in their environment.", "Students do research about the inventors of the technological products they use and the development of these products in the course of time.", "Students generate ideas for designing unique products based on the needs in their environment." and "Students use the resources around them without wasting."

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Section: Türkçe Sürüm Girişunclassified

Section: Introductionmentioning

confidence: 99%

Problems and solutions in achieving learning outcomes of the 4th grade social studies curriculum

Bayır

2018

ijocis

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“…Bireyin kendini keşfetmesinde tamamlayıcı bir rol üstlenen ilkokul kademesinde, öğrencilerin kendini ve ailesini tanımasını sağlayan en önemli ders, hayat bilgisidir (Kabapınar, 2014). Hayat bilgisi derslerinde bireylere içinde yaşadıkları toplumun sahip olduğu temel bilgi, beceri ve değerler kazandırılır.…”

Section: Introductionunclassified

“…Bu önemle diğer dersler, hayat bilgisi dersiyle kaynaşık olarak yürütülür (Binbaşıoğlu, 2003). Bu özelliğinden dolayı dersin kapsamında tarih, coğrafya, yurttaşlık gibi sosyal bilimler sağlık, güvenlik, biyoloji, fizik ve kimya gibi fen bilimleri konularının basitleştirilmiş halleri bulunur (Kabapınar, 2012). Bu konular, toplu öğretim ilkesine göre sistematik ve birbirleriyle ilişkili bir şekilde ele alınır.…”

Section: Introductionunclassified

“I Have a History!” Life Sciences Teaching with Oral History Activities

Dere

Kalender

2019

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“…Furthermore, possession of certain high-level thinking skills such as critical thinking, discussing, decision making, and scientific thinking are required in order for individuals to produce solutions to the problems they encounter in the present day. Kabapınar (2014) emphasized that knowledge is a means rather than an end in the acquisition of social studies skills. For this reason, students are required to acquire knowledge about problem-solving, researching, establishing a cause-effect relationship and developing new projects in order for learning that occurs in social studies courses to be permanent and meaningful.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Argumentation-Based Social Studies Teaching on Academic Achievement, Attitude and Critical Thinking Tendencies of Students

Yilmaz-Özcan¹,

Tabak²

2019

iejee

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Argumentation-based learning is important for individuals to gain a place in social life, to adapt themselves to social life, to solve the problems they encounter and to use critical and scientific approaches. At this point, it is considered that students should be supported to solve problems efficiently, to establish a cause-effect relationship and to research the scientific background of a problem by implementing argumentation-based learning in social studies course. Therefore, the aim of this research was determined as to reveal the effect of argumentation-based learning in the fourth-grade social studies course on the academic achievement, attitude and critical thinking tendencies of students. The study group of the research consisted of 51 fourth-grade students. This research included the embedded design from the mixed method designs. In the research, subject area achievement test, attitude towards the social studies course scale and UF/EMI Critical Thinking Tendency Scale and six activities that were developed in accordance with the argumentation-based learning approach were used as data collection tools. As a result of the research, it was determined that in social studies course with implementation of argumentation-based learning, the levels and qualities of the arguments that were developed by the students showed an increase throughout the research. Furthermore, it was concluded that with argumentation-based learning in social studies courses, positive developments were observed for academic achievement, attitude towards the social studies course and critical thinking tendencies of students.• Rebuttal: The element that shows the asserted arguments to be invalid.• Model Qualifiers: Situations in which the explained arguments would lose their validity.

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Kuramdan Uygulamaya Hayat Bilgisi ve Sosyal Bilgiler Öğretimi

Cited by 65 publications

References 0 publications

Problems and solutions in achieving learning outcomes of the 4th grade social studies curriculum

Problems and solutions in achieving learning outcomes of the 4th grade social studies curriculum

“I Have a History!” Life Sciences Teaching with Oral History Activities

The Effect of Argumentation-Based Social Studies Teaching on Academic Achievement, Attitude and Critical Thinking Tendencies of Students

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