Sosyal Bilgiler Öğretiminde Sınıf Dışı Okul Ortamlarının Kullanılma Durumları

Abstract

ABSTRACT. The purpose of this research is to determine the usage of non-classroom environments for social studies instruction. The methodology utilized in this research was the survey method. The participants in this study were teachers in Turkey who were employed by the Ministry of National Education and working in primary and secondary schools in Eskisehir, Turkey. In this research, a total of 40 teachers, 20 social studies teachers and 20 classroom teachers, were interviewed. Following qualitative methodology techniques, the research data was collected through semi-structured interviews and analyzed through descriptive analysis. In the research, analysis revealed the most frequently listed non-classroom environments used by social studies classes were schoolyards, libraries, gymnasiums, multipurpose rooms, school corridors, laboratory classrooms, and the social studies classrooms. Further analysis of teachers' views about their usage of non-classroom environments revealed that they believed there was benefit from non-classroom environments considering the appropriateness of content, the time available, and the school's physical structure. When the reasons for why teachers were not using these environments were examined and the teachers listed problems with the schools' physical structure, heavy curriculum loads, planning problems, and the large number of students enrolled in classes. Keywords: Non-classroom environments, social studies, teaching environment SUMMARY Purpose and significance: The purpose of this research is to determine the usage of non-classroom environments for social studies classes. In developing countries such as Turkey, utilization of all possible educational opportunities is very important. Furthermore, as a lesson which aims at the socialization of students, social studies is a curriculum which cannot be fully be realized solely in the classroom setting. Methods: The methodology utilized in this research was survey method. There were a total of 40 participants, 20 social studies teachers and 20 classroom teachers, interviewed for this study. The research data was collected through semi-structured interviews of the 40 participating teachers. Following the data collection procedure, analyses was conducted through descriptive analysis. Results: Analysis of the research data revealed that the most frequently utilized school environments for non-classroom social studies courses were school playgrounds, libraries, gymnasiums, multipurpose rooms, school corridors, laboratories, and social studies classrooms. Also, further analysis of teachers' views regarding their usage of non-classroom environments revealed they found the non-classroom environments beneficial considering the content, time, and school's physical structure were all appropriate. Analyses also indicated the reasons for why teachers did not use these non-classroom environments were listed as; problems with the schools' physical structure, inadequacy of classroom environments, a heavy curriculum load, planning problems, and the la...

Pre-Service Social Studies Teachers’ Views About Teacher Training (Focus Group Interviews)

“…The pre-service teachers who stated that extra-curricular activities should be included stated that by using trip and observation methods, visits could be organized to historical buildings, museums, elderly and child care centres. Considering the similar studies, the importance of using historical artefacts, museums, and immediate environment in education was highlighted (Aytaç (2014); Çetin, Kuş and Karatekin (2010); Malkoç & Kaya (2015).…”

Development of Subject Specific Pedagogy Integrated With Local Wisdom to Improve Environmental Care Attitude of Elementary Students at Merapi Indonesia

“…Students were instructed to construct the local wisdom of Ngunduh Banyu (water harvesting) by planting trees outside the classroom. Non-class environments did strengthen activities in other classes (Malkoç & Kaya, 2015). In the module, instructions for gathering information and communicating were not only done with classmates but also with parents at home regarding the philosophy of local wisdom.…”

Okul Dışı Öğrenme ve Öğretim Mekânları Olarak Bilim Merkezleri: Sosyal Bilgiler Öğretmen Adaylarının Deneyimi

“…Ancak alanyazında Bilim Merkezleri'ni ele alan çalışmaların daha çok fen bilimleri eğitimi alanında olduğu görülmektedir (Salmi 2003, Chin 2004, Tekkumru-Kısa 2005, Bozdoğan ve Yalçın 2006, Bozdoğan 2007, Çıldır 2007, Bozdoğan 2008 Günümüzde okul dışı öğretim mekânlarının başında bilim merkezleri, müzeler, ören yerleri, hayvanat bahçeleri, tarihi yapılar, kütüphaneler, milli parklar, resmi kurum ve kuruluşlar akla gelmektedir. Ancak ilgili alanyazında katılımcıların algı ve düşüncelerinde bilim merkezlerinin bir okul dışı öğrenme ortamı olarak görüldüğü çalışmalar sayıca az iken (Ay, Anagün ve Demir, 2015), görülmediği çalışmalar ise (Malkoç ve Kaya, 2015;Çepni ve Aydın, 2015; Bostan-Sarıoğlan ve Küçüközer, 2017; Topçu, 2017, Görecek-Baybars, 2017) oldukça fazladır. Bu bağlamda araştırmanın okul dışı öğrenme ve öğretim mekânlarından biri olarak bilim merkezlerine yönelik bir farkındalık oluşturması da hedeflenmektedir.…”