Primary School Teachers’ Views About Global Education in Social Studies Courses

Bozkurt, Mahmut; Yaşar, Şefik

doi:10.14689/ejer.2016.65.08

Cited by 5 publications

(3 citation statements)

References 10 publications

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“…When we look at the studies on global awareness education in Turkey, it is seen that it has a short history and tends to increase gradually. When looking at the contents of this study, global awareness, training and implementation for student teacher candidates and teachers ' perceptions of and attitudes studies as an example ; Özkan, (2006), Kan, (2009), Öztürk, (2014), Öztürk andGünel, (2016), Körükçü, (2015), Bozkurt and Yaşar (2016) can be shown by studies. Examples include works by Açıkalın, (2010Açıkalın, ( ), Çolak, (2015, Öcal and Yakar, (2015) and Günel, (2016).…”

Section: Results and Suggestionmentioning

confidence: 99%

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Türk¹,

Atasoy²

2020

Review of International Geographical Education Online

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The world has experienced in recent years, a number of factors such as the intensification of international relations, the acceleration of technological developments and the presence of transboundary problems have led to increased scientific interest in global issues. In this context, the aim of the study is to evaluate the geography course curriculum in Turkey in terms of global awareness education. In this study, a document review was conducted, one of the qualitative research designed. The obtained results were analyzed using descriptive analysis and content analysis. Within the scope of the study, overarching themes frequently highlighted and highlighted by researchers were identified from the topics derived from global awareness field literature. Geography course curriculum is evaluated within the scope of these themes. In general, it is seen that the issues related to global awareness are significantly involved in all aspects of the program, including its basic philosophy, general goals and achievements. When we look at the size of the attainments that are the application area of the program in detail, it is seen that there is no balanced distribution between the global themes highlighted in the attainments and that these are not designed to give individuals full global awareness. Therefore, it is necessary to develop a systematic global awareness learning area by using the relevant field writing while designing the geography course curriculum program. In addition, in order for students to understand the world from a holistic perspective, the program should include more themes for developing a global perspective.

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Section: Results and Suggestionmentioning

confidence: 99%

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Türk¹,

Atasoy²

2020

Review of International Geographical Education Online

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“…When we mention some of these studies, they focus on cultural corruption, factors affecting culture, and approaches to cultural issues (Kılıç, 2023;Büyükçetin, 2023;Öztürk 2023;Maden, 2022;Çalımlı, 2021;Tekkök, 2019;Bozkurt, 2019Bozkurt, , Ünlü, 2012Sertkaya, 2010;Ateş, 2007;Yıldız, 2002). There are also many national articles on culture.…”

Section: Introductionmentioning

confidence: 99%

Metaphors of 6th Grade Students Regarding the Culture Concept Included in the Social Studies Curriculum

Güleç,

Çelik

2023

OJER

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This research aims to reveal the metaphors used by 6th grade secondary school students regarding the concept of culture in social studies. In this qualitative research study, the researchers interviewed 80 students – 40 girls and 40 boys – regarding their metaphors concerning the concept of culture. We conducted content analysis to analyze the data collected. We categorized the metaphors under five titles. These categories are cultural element, heritage, leader, continuity, and unifying. The study observed that the students mostly associated the concept of culture with the concept of history and tradition and defined the concept of culture mostly through cultural elements. In addition, in the study, the researchers observed that the participants did not develop a negative metaphor about the culture and perceived the beneficial aspects of the culture. We can say that the social studies course and the curriculum successfully foster a favorable perception of culture.

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“…Teachers must be able to act professionally in every job (Adnan et al, 2019;Booth et al, 2021;Bozkurt, 2016). A teacher will become a professional with sufficient knowledge, skills, and teaching competencies.…”

Section: Introductionmentioning

confidence: 99%

Teacher profesionalism in fostering students’ creativity

Hidayah

Susandi

Nuraya

2022

JASME

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Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.

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Primary School Teachers’ Views About Global Education in Social Studies Courses

Cited by 5 publications

References 10 publications

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Metaphors of 6th Grade Students Regarding the Culture Concept Included in the Social Studies Curriculum

Teacher profesionalism in fostering students’ creativity

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