Türkiye’de Tartışmalı ve Sosyobilimsel Konular Üzerine Yazılan Lisansüstü Tezlerin Eğitim Bilimleri Perspektifinden İncelenmesi

Tatar, Şefika; Adıgüzel, Oktay Cem

doi:10.17494/ogusbd.548368

Cited by 8 publications

(7 citation statements)

References 10 publications

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“…Cloning, the theory of evolution, creationist beliefs, natural disasters, and animal rights are the least discussed controversial issues in Turkey. This finding is similar to the results of other studies conducted in Turkey (Avaroğulları, 2015;Çopur, 2015;Seçgin, 2009;Kus, 2015). On the other hand, Walsh's study (1998), conducted in another country, found issues such as creationist beliefs, the theory of evolution, animal rights, disarmament, and multiculturalism to be the most controversial.…”

Section: Resultssupporting

confidence: 92%

“…The quantitative dimension of the study also found that the teachers perceived parental and administrative reactions and the examination-centred education system as problems in teaching controversial issues (Seçgin, 2009;Çopur, 2015). Many other studies (Hess, 2004;Seng & Jaffar, 2014;Zemblas & Kambani, 2012;Philpott, Clabough, McConkey & Tunner, 2011) have also found that teachers face parental and administrative pressures in teaching controversial issues, and that they fear losing their jobs.…”

Section: Resultsmentioning

confidence: 71%

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Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

Kuş¹,

Öztürk²

2019

AJTE

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In today's globalised world, many issues have become controversial. These controversial issues affect society and the individuals who form them. It is inevitable that these topics are brought into social studies classrooms, because this learning area is profoundly related to society. Social studies teachers' behaviours, attitudes, and professional knowledge are crucial in teaching controversial issues. The goal of this study was to investigate social studies teachers' opinions and practices regarding teaching controversial issues in Turkey. The study utilised a mixed method in which both quantitative and qualitative research methods were used. The quantitative data for this study were collected from 646 social studies teachers in different cities in Turkey. The qualitative data were collected through observation of eight social studies teachers who were working in schools situated in areas at four different socioeconomic levels in the Kirsehir province. The content analysis method was used to analyse the qualitative data. The results indicated that there are differences between the teachers' opinions and their practices in teaching controversial issues. The study also found that teachers are faced with academic, professional, and emotional challenges in teaching controversial issues.

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Section: Resultssupporting

confidence: 92%

Section: Resultsmentioning

confidence: 71%

Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

Kuş¹,

Öztürk²

2019

AJTE

View full text Add to dashboard Cite

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“…Cebesoy & Dönmez Şahin, 2013;Evren Yapıcıoğlu & Kaptan, 2017;Gülhan, 2013;Gürbüzkol & Bakırcı, 2020;Özkul, 2022;Topçu, 2008;Topçu et al, 2011). The related studies are more in science education because socioscientific issues have taken place a concrete place in science education curricula, especially with the 2013 curriculum (Tatar & Adıgüzel, 2019). The studies in the field of social studies education, mostly aimed at determining the perceptions, attitudes and opinions of prospective teachers of social studies and history (Alagöz, 2014;Aynuz, 2020;Baloğlu Uğurlu & Doğan, 2016;Çepni & Geçit, 2020;Seçgin, 2019;Özüdoğru, 2022), teachers (Çopur, 2015;Günal & Kaya, 2016;Öztürk, 2017;Tuncer, 2018), and students (Arslan, 2019;Öztürk, 2022) regarding the controversial issues and the teaching of these topics.…”

Section: Introductionmentioning

confidence: 99%

The Study on Competencies of Prospective Teachers of Social Studies to Use Controversial Issues in Teaching

Özdemir

2023

TAY Journal

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“…SSI might be international as well as national. On one hand, the ideology dominant in a society and on the other hand the values and beliefs of that particular society are the determinants for what is controversial or not (Tatar and Adıgüzel, 2019).…”

Section: Introductionmentioning

confidence: 99%

Studying Argumentation Writing Skills of Science Teacher Candidates on Covid-19 Pandemic and Their Opinions Regarding the Vaccine as a Socio-Scientific Issue

Çakır Şık,

Benzer,

Saparova

2023

EPASR

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To see the reflections of scientific literacy in individuals' daily life manners is one of the most significant objectives of science education. In this context, it is thought that science teacher candidates are required to have the skills of socio-scientific issues and writing arguments on those subjects. Thus, the purpose of this study was to assess science teacher candidates' skills of writing argumentation on Covid-19 pandemic, which is a socio-scientific issue, and discuss their opinions on Covid-19 vaccine. The research was designed by using mixed method case study. The study group of the research consisted of 33 teacher candidates who were second grade students enrolled in the department of science teaching in a state university in Istanbul. The data in this study were gathered via "Written Argumentation Form" in accordance with argumentation writing components of Cope et al. (2013). For the opinions of teacher candidates on Covid-19 vaccine, "Interview Form" including two open-end questions was used. In data analysis, Argumentation Assessment Rubric (AAR) was used for argumentation and for opinions related to the vaccine, content analysis was applied. At the end of the research, it was found out that the teachers were successful in terms of creating "argument" and "result argument" while writing argumentation of which subject is socio-scientific, however they could not refute the counter claims adequately. Even though the teacher candidates approached Covid-19 pandemic scientifically in the arguments, it was found out that they had hesitations about how to behave in Covid-19 pandemic considering their opinions on vaccines. Although the teacher candidates thought that it was a real pandemic and follow vaccine studies closely, vast majority stated that they did not want to be vaccinated or they were undecided about it. It is recommended to examine thoroughly the fact that even though the vast majority of the teacher candidates thought pandemic was real, they had different opinions on vaccines.

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Türkiye’de Tartışmalı ve Sosyobilimsel Konular Üzerine Yazılan Lisansüstü Tezlerin Eğitim Bilimleri Perspektifinden İncelenmesi

Cited by 8 publications

References 10 publications

Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

Social Studies Teachers’ Opinions and Practices Regarding Teaching Controversial Issues

The Study on Competencies of Prospective Teachers of Social Studies to Use Controversial Issues in Teaching

Studying Argumentation Writing Skills of Science Teacher Candidates on Covid-19 Pandemic and Their Opinions Regarding the Vaccine as a Socio-Scientific Issue

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