Views of Social Studies Teachers on Scientific Research Methodology

Abstract

Scientific method is one means by which knowledge is created. The goal of the social studies course is to teach the methodology used by these sciences in accessing the subject information along with the information they provide from social sciences. Therefore, social studies teachers should be aware of the scientific research methodology so that they can teach according to this purpose. In this study, the focus was on how teachers consider scientific research. This study aimed to investigate social studies teachers' views on scientific research methodology. It adopted phenomenology, one of the qualitative research designs. Maximum diversity sampling and criterion sampling were used to determine the study group. Data collection consisted of two stages. In the first stage, the Views about Scientific Inquiry Questionnaire (VASI) was applied. The second stage included a semi-structured interview form prepared by the researcher. Data were analysed via the descriptive analysis technique. The codes were classified under the headings in the VASI form. Findings showed that views of social studies teachers regarding scientific research methodology were mostly wrong and inadequate. Based on the findings, recommendations were made to social studies teachers, administrators, and the officials of the Council of Higher Education (CoHE). These suggestions were as follows: Teachers need to learn about scientific research methodology, school administrators should implement programs such as in-service training for teachers on a related subject, and CoHE officials should add more content about scientific research methodology to social studies teacher training programs.

Middle School Graduates’ Understandings of Scientific Inquiry and Its Relation to Academic Achievement

“…Science teachers generally have naïve and eclectic views of the SI aspects in Turkey (Cigdemoglu & Koseoglu, 2019;Mesci & Erdas-Kartal, 2021). Social science teachers' understanding of SI was similar to science teachers (Bayram, 2021). Research demonstrates that neither science nor social science teachers in Turkey hold informed views of SI.…”

Transformando el aprendizaje de Metodología de Investigación: una revisión sistemática de gamificación y otras estrategias de aprendizaje

“…Por otra parte, se halló que la enseñanza de métodos de investigación en la educación superior presenta retos, como la delegación de la enseñanza a personas con diferentes niveles de experiencia y formación, la falta de cultura de aprendizaje y las limitaciones en la práctica profesional debido a deficiencias educativas y condiciones institucionales. A pesar de esto, se reconoce la importancia de los métodos de investigación en el desarrollo de la práctica profesional del profesorado, tal como lo han señalado autores destacados en el campo (Daniel, 2018;Bayram, 2021;Orellana-Fonseca et al, 2019).…”

Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

“…Regarding the diagnostic evaluations of research methods instructors, Bayram's [41] study shows that students have false, incomplete, or mixed views about what research competencies are and what they are suitable for. One problem identified that restricts the development of research competencies is limited English proficiency.…”

“…According to Nind's [2] study, the absence of this specific academic training in teaching methodologies translates into experiences that can be arduous for instructors. In this regard, the incompetence of instructors affects students' learning in serious ways [41]. This scenario can be understood from two points of view.…”