Sosyal Bi̇lgi̇ler Öğreti̇mi̇nde Çözümlemeli̇ Öykünün Kullanimina Yöneli̇k Öğretmen Adaylarinin Görüşleri̇

Kaymakçı, Selahattin; TURGUT>, Tuğba; ÖZALP, M. Talha

doi:10.30783/nevsosbilen.996191

Cited by 4 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In order to increase the effectiveness and permanence of the subject and to make the lesson attractive and more enjoyable while teaching historical subjects, literary products (poems) of the period discussed can be included. (Cantürk & Yeşiltaş, 2022;Kaymakcı et al, 2021). It has been observed that this approach is frequently applied in Iran textbooks.…”

Section: Recommendationsmentioning

confidence: 99%

Poems in Türkiye and Iran Social Studies Textbooks and Values Found in These Poems

SUBAŞI

2023

İnsan Ve Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

This study aims to determine the poems in social studies textbooks taught in public schools in Türkiye and Iran and the values found in these poems. The study's research sample consists of social studies textbooks used in official state schools at all grade levels in both Türkiye and Iran. The data of this study, which followed qualitative research procedures, were obtained by document analysis method. In order to examine the values in the poems examined in the research, a value review form (VRF) is used. The data obtained is analyzed through content analysis. While a total of 19 poems are found in Türkiye textbooks, a total of 10 poems were found in Iran textbooks. According to the research findings, while Türkiye textbooks are generally featured by poems and poets who are accepted by the society, Iran textbooks are characterized by poems that bear witness to historical events. A noteworthy finding in Iran textbooks is that poems are interspersed in plain texts. A total of 16 different values are identified in 19 poems in Türkiye textbooks, with a frequency of use of these values being 44. In Iran textbooks, 16 values are found in 10 poems, and the frequency of use of values is 4 in terms of values found in the poems. In both countries' textbooks, love, patriotism, happiness, solidarity, respect, and altruism are the most emphasized values. It is recommended that historical poems should be utilized while teaching historical subjects in social studies courses. Within the scope of the research, it is recommended to carry out studies on whether it is appropriate to include excerpts from poems that support meaning in addition to plain texts in textbooks, effectiveness and usefulness, etc.

show abstract

Section: Recommendationsmentioning

confidence: 99%

Poems in Türkiye and Iran Social Studies Textbooks and Values Found in These Poems

SUBAŞI

2023

İnsan Ve Sosyal Bilimler Dergisi

View full text Add to dashboard Cite

show abstract

“…There are studies on its use in the Social Studies course, its effect on success and attitude, its effect on environmental awareness, the opinions of teachers, students and teacher candidates, its effect on critical and empathetic thinking skills, and its use in value education (Akyürek Tay and Çakmak, 2020;Aydemir, 2010;Deveci, 2005). ; Deveci, 2007;Gedik, 2010;İbrahimoğlu and Öztürk, 2013;Kaymakçı, Turgut and Özalp, 2021;Selanik Ay and Konak, 2019;Uğur, 2007;Ünlüer and Yaşar, 2012). Studies have been found on its use in science classes, its effect on success, and its effect on concept learning, critical thinking and reading comprehension skills (Coştu, Ünal and Ayas, 2007;Horzum and Alper, 2006;Şahin and Çakmak, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

Emral,

Ütkür Güllühan

2024

Uluslararası Alan Eğitimi Dergisi

View full text Add to dashboard Cite

The aim of this research is to determine how the answers given by the 4th-grade students in a public school in Istanbul to the questions of the case study texts in the Social Studies course differ based on gender. In this direction, the case study design, one of the qualitative research methods, was used in the research. Data were collected by open-ended survey. The answers given by the students to the intellectual, empathetic, and moral questions, to the case studies prepared based on the visuals, newspaper, and dialogue. In the study, the answers of 86 female students and 84 male students were examined. According to the examination of students' answers, female students answered empathic and moral questions more often than male students; male students were found to answer intellectual questions more often. In the intellectual and moral questions, it was determined that the answer type of male students was higher than that of female students. In addition, it was determined that the most frequently given answer and the given second answers were generally different between the two genders. The study of the students' answers indicated that female students answered more questions than male students in newspaper-based and visual-based case studies; however, in dialogue-based texts, male students answered more questions than female students. In the newspaper-based and visual-based case studies, the response type of female students was higher than that of male students; If it is a dialogue-based text, it has been determined that the answer type of male students is higher than that of female students. In addition, it has been determined that the number of questions that the most frequently given answer is the same between the two genders is more than the number of questions that are different. In this context, it is thought that the study will shed light on other gender-based studies. Keywords: social studies, case study, gender, primary school.

show abstract

Representation of Us and the Other in Epics in the 6th Grade Social Studies Textbook

ÖZALP

GÜNGÖR

2022

Maarif Mektepleri Uluslararası Sosyal Ve Beşeri Bilimler Dergisi

View full text Add to dashboard Cite

Bu çalışmanın amacı 6. sınıf sosyal bilgiler kitaplarında yer alan destanların içindeki biz ve öteki olgularını tespit etmek ve nasıl/niçin kurgulandıklarını belirlemeye çalışmaktır. Bu amaç doğrultusunda çalışmada nitel yöntemlerden doküman inceleme yöntemi kullanılarak sosyal bilgiler ders kitapları detaylı bir şekilde incelenmiş ve destanların yalnızca 6. sınıf ders kitabında yer aldığı tespit edilmiştir. “Kültür ve Miras” öğrenme alanında, “Orta Asya’da kurulan ilk Türk devletlerinin coğrafi, siyasal, ekonomik ve kültürel özelliklerine ilişkin çıkarımlarda bulunur.” isimli kazanımda yer alan Ergenekon, Göç ve Oğuz Kağan destanlarının tam metinlerine ders kitaplarında verilen kaynaklardan ulaşıldıktan sonra elde edilen veriler söylem analizi tekniği ile analiz edilerek metinlerde yer alan biz ve öteki olgularının kullanımı ve ilişkileri tespit ve idrak edilmeye çalışılmıştır. Bu analiz neticesinde destanlarda birçok kez biz ve öteki olgularının hayatiyet bulduğu ve farklı şekillerde temsil edildiği tespit edilmiştir. Biz olgusu Ergenekon Destanı’nda bir Türk topluluğu, Göç Destanı’nda değerli bir kaya ve Oğuz Kağan Destan’ında bir halk kahramanı şeklinde temsil edilirken öteki olgusu Ergenekon Destanı’nda bir dağ, Göç Destanı’nda Çinliler ve Oğuz Kağan Destan’ında yabani bir gergedan olarak temsil edildiği tespit edilmiştir.

show abstract

Sosyal Bi̇lgi̇ler Öğreti̇mi̇nde Çözümlemeli̇ Öykünün Kullanimina Yöneli̇k Öğretmen Adaylarinin Görüşleri̇

Cited by 4 publications

References 8 publications

Poems in Türkiye and Iran Social Studies Textbooks and Values Found in These Poems

Poems in Türkiye and Iran Social Studies Textbooks and Values Found in These Poems

A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

Representation of Us and the Other in Epics in the 6th Grade Social Studies Textbook

Contact Info

Product

Resources

About