Search

In education, terms and concepts are extremely important in terms of description of a variety of facts and events. Concepts are considered the building stones of knowledge. Concepts are important in teaching Social Studies that aims to provide the basic citizenship skills, and in teaching the subjects contained within the Social Studies course. This study aims to determine readiness levels of students in terms of geographical concepts included in the 6th grade Social Studies curriculum, and to what extent have these concepts been taught and developed by means of a number of methods and techniques. The study was planned as an action research, which is known as an inquiry process for teachers to observe their own applications, and to understand and develop solutions for problems that already exist or arise during the teaching process, and which rather focuses on qualitative research. In line with this purpose, total of 18 concepts included in the "Our Country and the World" unit of the 6th Grade Social Studies course were selected. Data were collected using an achievement test, semi-structured interview form, and attitude scale. Evaluation of the data obtained showed that the concept teaching techniques utilized led to improvements in students' attitude towards geography subjects and their levels of learning the concepts.

Value is a subjective concept that answers the private reasons of making choices of individuals between the various alternatives in their lives. In this study, determining of two university's female and male student's value understandings is aimed. This study is limited by 294 students who received education on "Turkish Teaching" at University of Marmara in Istanbul and University of East Mediterranean in Northern Cyprus. Descriptive model is preferred as method in this research. Rokeach Values Survey was used to collect the data in the study. The Rokeach Values Survey is a 36 item questionnaire that was designed to measure specific belief systems or value orientations which relate to 18 end states of existence (terminal values) followed by 18 modes of conduct (instrumental values). Terminal values are family security, a world at peace, wisdom, salvation, a sense of accomplishment, inner harmony, social recognition, freedom, a world of beauty, true friendship, pleasure, self respect, national security, health, equality, mature love, a comfortable life, an exciting life. Instrumental values are ambitious, independent, intellectual, courageous, forgiving, honest, loving, broad-minded, self-controlled, obedient, logical, polite, responsible, capable, clean, helpful loyal and imaginative. In addition, semi-standardized interview form was applied to students. The data of research was compared as values analysis between Marmara University and Eastern Mediterranean University. The results according to the data of this research are both of university's students accept "family security", "a world of peace" and "wisdom" as important guiding principles in their life. Students who received education at Marmara University give importance "salvation" than students who received education at East Mediterranean University. Students who received education at Marmara University give importance "social recognition" than students who received education at East Mediterranean University. Students who received education at East Mediterranean University give importance "equality" than students who received education at Marmara University. Students who received education at Marmara University give importance "nationality security" than students who received education at East Mediterranean University. When they were compared as instrumental values, both of university students were shown different attitudes at all the items. This study may provide us with information about the value ranking and systems of students receiving teaching education at the Eastern Mediterranean and Marmara Universities. We can acquire an opinion about the values of the prospective teachers in general from the results of this study. The results obtained from this study have high importance, which should be taken into consideration by educationalists and administrators. Similar studies based on different samples are recommended in terms of understanding the value systems of the prospective teachers and university students. (Contains 4 tables.