Search

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Arab Studies in Education & Psychology is the property of Association of Arab Educators and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractThe study aimed to evaluate what the underlying reasons were for the low level of interest among lower secondary school pupils in the social studies course. The phenomenology was adopted in the research. The study group of the research consisted of academics, teachers, and parents of lower secondary school pupils. Pareto analysis was used to assessment the data. In accordance with academics’ views, the research found that 80% of the reasons of the low level of pupil interest in the social studies course were as follows: the uniform/conventional methods and techniques used in the course, and irrelevance of subjects to daily life. While the teachers stated that the abstract content was the main reason for the low level of interest that needed to be tackled as the first priority, the most frequently addressed reason for the low level of interest by the parents was the intense course content. [ABSTRACT FROM AUTHOR]

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students' learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students' academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4thgrade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students' academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this study is to identify the methods and techniques preferred by social studies teachers in teaching geography subjects, the problems they face and to provide solutions and suggestions for these problems. This research was carried out using the "Case Study" design. Data were collected through semi-structured interview forms. The study group consists of social studies teacher working at the 5ht 6th and 7th grade levels in secondary schools in Bafra district of Samsun province. In the study, semi-structured interviews were conducted with a total of 20 social studies teachers, 9 female and 11 male. The data obtained from the research analyzed based on content analysis. With this research, the methods, and techniques that social studies teachers use in teaching geography subjects in social studies lessons and the problems they encounter while using these methods and techniques have been determined. It has been concluded that social studies teachers mostly use traditional methods, in line with the relevant studies in the literature on the subject. It has been determined that the teachers, who do not use modern methods and techniques adequately, attribute this situation to various such as the large number of students, the fact that they have to train the course curriculum according to the determined time and economic problems. [ABSTRACT FROM AUTHOR]

This research examined how effectively the social studies course achieves its intended purpose of socialization. The research was conducted using the Q-method. The participant group of the research was formed by the criterion sampling method. The participant group consisted of a total of forty-eight students, with sixteen from the fifth grade, sixteen from the sixth grade and sixteen from seventh grade, who were studying at secondary schools in the center of a province in Turkey. Data were collected with a list and a Q-matrix was developed by the researcher and analyzed using the PQ-Method 2.35 program. At the end of the research, it was determined that secondary school students' socialization perceptions were grouped under seven factors and were all different from each other. As a result, it was revealed that the purpose of the social studies course was not realized. Based on the results and limitations of the research, recommendations were developed to examine secondary school students' socialization perceptions with larger participant groups.

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The social studies course can be described as an ongoing process that attempts to prepare individuals for life through the transfer of culture and ensures their socialization. It is thought that students' beliefs and attitudes toward this course are essential for achieving the course objectives. The objective of this research is to determine the attitudes and belief levels of fourth- grade students toward the social studies course with respect to various variables and to review the relationship between attitudes and belief levels toward the social studies course. During the research, descriptive survey and relational survey models, both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their fourth grade during the 2022-2023 academic year. 1326 primary school students in the fourth grade constituted the sample group of the study. The research data were collected using the "Social Studies Course Attitude Scale" and the "Social Studies Course Belief Scale". Because of the study, it was determined that there was a positive and moderate relationship between the students' attitudes and beliefs toward the social studies course, and it was noted that students' attitudes and beliefs toward social studies course were significantly high. Teachers and educators, while conducting efforts to enhance students' attitudes toward the social studies course, can also contribute to students' success by focusing on their positive beliefs about this course. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Primary Education Research Journal is the property of International Primary Education Research Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research, the inclusion levels of geographical skills in the social studies curricula prepared and put into practice since 1968, the year when the social studies course started to be taught in Turkey, were examined. The study was designed in document analysis design of qualitative research method. In the study, 1968 Primary School Program, 1969 Social Studies Program to be tried in Secondary Schools, 1990 Primary School 4th and 5th Grade Social Studies Course Curriculum, 1998 Primary School Social Studies Course Curriculum, 2005 Primary School Social Studies Course Curriculum, 2018 Social Studies Course Curriculum (Primary and Secondary School 4th, 5th, 6th and 7th grades) prepared for social studies education in Turkey were used as documents. Based on the results of the research, it was concluded that in all curricula prepared and implemented for the social studies course in Turkey from 1968 to the present day at the primary, secondary and elementary levels; 1998 Elementary Social Studies Curriculum included the most geographical skills and the 2005 Elementary Social Studies Curriculum included the least geographical skills. On the other hand, it was concluded that the most common geographical skill in all curricula was the ability to perceive space, while the least common geographical skills were observation and the ability to draw and interpret tables, graphs and diagrams. In line with these findings, it is recommended that geographical skills should be given equal place in the new social studies curricula to be prepared and geographical skills should be given more place in social studies curricula for a more functional geography teaching. Because in today's education system, more importance is given to skills education and in this context, the skills defined as geographical skills have an important place in the transfer of content related to the discipline of geography, where skills as well as knowledge have a wide place in the social studies course. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social studies education assumes primary responsibility in emphasizing the place of women in society, teaching their rights, and revealing the roles of women in history. In addition, individuals living in society can learn how to live together as men and women through this education and can learn what rights women have as human beings and what their roles are in history. Social studies should have a special place, especially in terms of women's representation. In this context, the studies that can guide the level and the way women's representation should be in the components of the Social Studies education process books, curriculum, measurement-evaluation materials, course materials, etc. are important. Therefore, this study aims to evaluate the research on the representation of women in Social Studies education. In this qualitative study, data were collected through document analysis. First of all, the databases from which the data would be obtained were determined and the researches that would be included in the scope of the study were selected through keyword groups in the determined databases. In the study, 4 postgraduate theses, 9 articles, and 1 paper were studied. Descriptive content analysis was utilized in the analysis of the studies. When the results of the studies are considered, it is understood that there are negative results about the representation of women or that emphasize a deficiency. On the other hand, it is seen that there are positive results in favour of women in terms of women's representation. Based on these results, it has been suggested that the number of studies on both the representation of women and how women are represented in Social Studies education should be increased, and women should be represented more in Social Studies education materials and textbooks to guide program developers and textbook writers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research, which focuses on the reflection of problem-based learning applied in social studies course on students' daily life, aims to examine whether the results of the researcher's PhD dissertation (Bayram, 2021) completed in 2021 are still valid in 2022. This research was conducted one year after the end of the experimental process of the dissertation as a separate research. The research was conducted as a case study. The participant group consisted of one social studies teacher, 10 students, and the parents of those students. The data were collected through observation and interview techniques. A checklist was used to collect observation data, and two semi-structured interview forms were used to collect interview data. The data were analyzed with descriptive analysis technique. At the end of the research, it was determined that the entrepreneurship, skills, values, and other effective characteristics that the students gained during the experimental process of the PhD dissertation were largely reflected in students' daily lives even one year after the end of the experimental process of the dissertation. Depending on the results of the research, various recommendations were developed. [ABSTRACT FROM AUTHOR]

This study investigates the trends of postgraduate theses on skills teaching in Social Studies education between 2010-2020, identifies the problems encountered by researchers in the process of skills teaching, and presents the solutions provided to these problems. With this purpose, 74 master and doctoral theses on skills teaching in the Social Studies course were included in the research. Descriptive content analysis was used in data analysis. The results demonstrated that there are mainly attempts towards practical implementations in skills teaching, and the teaching processes are important in the Social Studies course. The investigation revealed that many studies were conducted on skills development, but the number of theses on social skills was limited. It was determined that some of these theses had insufficient explanation regarding the teaching-learning processes. However, the experiences of the researchers concerning the processes were not included in many of the theses. It was also observed that in some of the theses, there was no information about the assessment tools utilized, and some researchers were not critical of the results of the analyses. In addition, there was no scientific justification for the time allocated to the implementations in most of these theses. Researchers stated that they encountered problems due to insufficient implementation time in the skills development process. The suggestions made by the researchers at the end of the process include updating the curricula and course books, eliminating the school infrastructure deficiencies, and providing in-service training to teachers.

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the relationship between the attitudes of secondary school students towards the social studies course and their social skill levels. This research is a descriptive study in relational survey model. Quantitative research method was used in this study. The study group of the research consists of 210 secondary school students studying at the level (5.6.7. grades) in the 2021-2022 academic year. Convenience sampling method was used in the study. In the research, the Attitude Scale Towards Social Studies Lesson developed by Uzun (2006) and the "Social Skills Scale" developed by Yurdakavuştu (2012) were used as data collection tools. When the research findings are evaluated; A moderate positive correlation was found between the attitudes of the secondary school students towards the social studies course and their social skill levels. In this case, it can be said that as the attitudes of the secondary school students towards the social studies course increase, their social skill levels also increase. However, it was found that students' attitudes towards social studies course explained 25% of the variance in students' social skills. Based on this result, it is seen that the attitude towards the social studies course is a significant predictor of social skills. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the effect of animation use in primary school fourth grade social studies course on students' academic achievement and permanence of learned information. The study group of the research consists of 60 4th grade students studying in a primary school in the Ereğli district of Zonguldak province in the 2020-2021 academic year. In this study, a quasi-experimental design with pretest-posttest control group was used. Half of the 60 students selected by using the purposeful sampling method constitute the experimental group and the other half constitute the control group. In the research, while the animation-supported lessons were applied to the experimental group, the current education program was applied to the control group. The 25-item Academic Achievement Test developed by the researcher was used as a data collection tool in the research. The data collected in the study were analyzed by using the SPSS 22.00 program. According to the results obtained from the research, it is seen that a significant difference between the pretest and posttest academic achievement test scores of the students in the experimental group is in favor of the posttest mean scores. This result reveals that animation supported teaching applied to the experimental group increases the academic success of the course. It is seen that a significant difference between the pretest and posttest academic achievement scores of the students in the control group is in favor of the posttest averages. This result reveals that the teaching applied to the control group increases the academic success of the course. In this case, it can be said that the training applied to both groups is effective. According to the results of the permanence test applied to the experimental and control groups in the research, it can be said that the animation supported teaching applied by the researcher is more effective than the current program in the permanence of what has been learned. According to the results obtained from the research, comparison of animation teaching technique with other teaching methods can be made in future studies. [ABSTRACT FROM AUTHOR]

The aim of this study is to make a systematic review of the articles published in Web of Science, ERIC and Google Scholar on the teaching methods used in the Social Studies course between 2019-2022. For this purpose, the studies included in the study were determined according to certain keywords. Studies were determined by using the keywords "social studies", "social studies teaching" together with "teaching methods" and "teaching techniques" in Web of Science, ERIC and Google Academic databases in accordance with the purpose of the research. As a result of the research, it was seen that drama and cooperative learning were used more among the methods and techniques used as teaching methods in the social studies course between 2019-2022. In addition, it has been determined that a significant part of the teaching methods used in other publications consists of methods that are taught through technological tools (Web 2nd tools, Teaching with digital stories, Digital game-based teaching). After examining the relevant databases, a total of 22 studies, which were in the area of interest of the research, were reached. It is seen that the research method used in the majority of these studies is the quantitative research method (13), the remaining studies are mixed research methods (6) and qualitative research methods (3). According to the results of the studies, it was seen that positive results were achieved for all of the teaching methods and techniques employed in the social studies course between the years 2019-2022. These observed learning losses have been found to occur in a variety of subjects, grade levels, and geographic regions. [ABSTRACT FROM AUTHOR]

This study investigates the trends of postgraduate theses on skills teaching in Social Studies education between 2010-2020, identifies the problems encountered by researchers in the process of skills teaching, and presents the solutions provided to these problems. With this purpose, 74 master and doctoral theses on skills teaching in the Social Studies course were included in the research. Descriptive content analysis was used in data analysis. The results demonstrated that there are mainly attempts towards practical implementations in skills teaching, and the teaching processes are important in the Social Studies course. The investigation revealed that many studies were conducted on skills development, but the number of theses on social skills was limited. It was determined that some of these theses had insufficient explanation regarding the teaching-learning processes. However, the experiences of the researchers concerning the processes were not included in many of the theses. It was also observed that in some of the theses, there was no information about the assessment tools utilized, and some researchers were not critical of the results of the analyses. In addition, there was no scientific justification for the time allocated to the implementations in most of these theses. Researchers stated that they encountered problems due to insufficient implementation time in the skills development process. The suggestions made by the researchers at the end of the process include updating the curricula and course books, eliminating the school infrastructure deficiencies, and providing in-service training to teachers. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study attempted determining the impact of the problem-based learning method supported by cartoons, which are humorous elements, in fourth-grade Social Studies course on students' perceptions of their problem-solving skills and their level of achievement. Accordingly, the study is quasi-experimental and has a pre-test post-test unequalled control group design. The study group consists of 55 fourth-grade primary school students receiving education at a primary school located in Üsküdar, Istanbul. The cartoon-supported problem-based learning method was applied in the experimental group, whereas the standard Social Studies Curriculum was followed in the control group. The experiment lasted for seven weeks. In the collection of data, 'Personal Information Form', 'Problem-Solving Inventory for Children at the Level of Primary Education (PSIC)', and 'Science, Technology, and Society Learning Space in Social Studies Achievement Test' were used. The data obtained from the measurement tools were analysed using frequency (f), percentage (%), and various non-parametric tests. Based on the findings, it was concluded that the use of cartoon-supported problem-based learning method in teaching fourth-grade Social Studies course positively affected the students' perceptions of their levels of problem-solving skills and their level of achievement. [ABSTRACT FROM AUTHOR]

Copyright of Umm Al-Qura University Journal of Educational & Psychological Sciences is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to examine the impact of writing-to-learn approach on teaching about natural disasters and environmental issues contained in the Social Studies course, by adopting a mixed methods research approach. It includes a total of 51 fifth graders for whom various writing-to-learn activities (i.e. writing interviews, poetry, diaries, letters, columns, and newspaper articles) were used during a Social Studies course to provide opportunities for both cognitive and affective learning. The activities were evaluated in the process to give the students necessary feedback. Research data were collected through an academic achievement test, a self-evaluation form, a semi-structured interview form, and a structured classroom observation form. Qualitative data were analysed by content analysis and quantitative data by descriptive and predictive statistics. The results revealed a statistical significance in favour of the experimental group students who were instructed through writing-to-learn activities regarding natural disasters and environmental issues. It appeared that writing-to-learn activities included in the learning process acted as a lever for students while learning, and eased their learning load. The source of the cognitive and affective difference seems to have resulted from such factors as thinking over the subject learned during writing-to-learn activities, transferring what one thinks to the interlocutor by using specific expressions unique to social studies, making mental efforts to transform the information into a different form, being aware of one’s own learning level and making up for the lack of knowledge through feedback. Social studies educat. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the impact of conceptual change texts in teaching the concepts that are challenging and often misunderstood in the field of active citizenship learning contained in the 6th grade social studies course. A total of 67 sixth graders studying in two different classrooms at the same secondary school participated in this study, in which a quasi-experimental design was used as one of the quantitative research approaches. The experimental group was instructed through conceptual change texts during the implementation, while the control group was taught with the existing curriculum. Data were collected with a concept comprehension test and a concept-related academic achievement test. Descriptive and predictive analytics were used for analysing the data. The students in the experimental and control groups were found to have limited understanding to the extent of not understanding the related concepts. After the activities, it was observed that the final knowledge level of the students in the control group as regards concept comprehension did not show a significant change when compared to their prior level of knowledge, while that of the experimental group showed a considerable increase. A statistical significance was found between the scores of the experimental and control groups in favour of the experimental group in the concept-related academic achievement. In this sense, it can be argued that the use of conceptual change texts to teach the concepts determined in the field of active citizenship learning enables students to learn such concepts more easily and is effective in eliminating students’ misconceptions. [ABSTRACT FROM AUTHOR]

Teaching health information to students can be made possible by the fact that teachers are health literate and reflect health literacy in their classroom behaviours. Based on this idea, this study was aimed to determine the health literacy levels of social studies teachers and to obtain their opinions on the reflection of health literacy on classroom behaviours. In the research, a sequential explanatory pattern from the mixed research method was used. A total of 206 social studies teachers from different regions of Turkey and with different qualifications were included in the participant group of the study. The participant group of the study consists of two parts. The maximum diversity method was used while forming the participant group that statistical data were collected from and while forming the participant group that qualitative data were collected, volunteerism was used. The statistical data of the study were collected by using the Turkish Health Literacy Scale-32 and the qualitative data were collected by using semi-structured interview form. In the analysis of statistical data, Mann Whitney U test and Kruskal Wallis test were used and content analysis was used to analyze qualitative data. At the end of the research, it was concluded that the health literacy levels of social studies teachers are high. On the other hand, it was determined that the health literacy levels of social studies teachers did not differ within the scope of age, gender, education level, and region variables in which they worked. In addition, it was determined that social studies teachers have opinions that they make suggestions about health to their students, use health content in the course, check the health status of their students, and try to be a role model to their students. Recommendations were made depending on the results obtained in the study. [ABSTRACT FROM AUTHOR]

Depending on classroom teachers’ views, this study determined the acquisition level of the 21st-century skills in the primary education 4th-grade social studies curriculum. Designed in an explanatory mixed-method model, it used the interpretative phenomenological method for the qualitative data and the scanning method for the quantitative data. The sample consisted of 86 classroom teachers (42 female and 44 male) selected using the cluster sampling method, one of the probabilistic sampling methods. The quantitative data were collected using a 5-point Likert-type scale and analyzed using frequency (f) and percentage (%). The qualitative data were collected using a semi-structured interview form developed by the researcher and analyzed using the content analysis method. The result revealed that the primary education 4th-grade social studies curriculum was insufficient and impractical to convey 21st-century skills. However, it was better in gaining the skills of "collaboration," "using technology for learning," and "communication." It was determined to be insufficient in gaining the skills of "self-management/self-regulation" and making "global connections" and "local connections." [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Historical figures, who occupy an important place in educating a good citizen, in gaining historical awareness and in the development of the national identity sense, are figures that have proven themselves in one or more areas, have transcend the boundaries of time and place and have been accepted by the society. In this study, it is aimed to determine teachers' views on the role of historical figures in Social Studies course. The study has been conducted in a qualitative phenomenological design. In this context, 15 social studies teachers who actively work in state schools in Elazig province center have been selected. As the study group, purposive sampling method has been used in accordance with the nature of qualitative research. For this purpose, one-on-one interviews have been conducted with the participants. According to the findings, teachers play a key role in teaching students on historical figures. It has been determined that teachers' mention of a writer, scientist and philosopher in lessons is become effective in terms of students' internalizing these personalities. In addition, it has been shown that historical figures are of effective in gaining concepts and values such as patriotism, justice, national identity. While the patriotism of individuals such as Mustafa Kemal Atatürk, Fatih Sultan Mehmet, Metehan and Corporal Seyit has been emphasized, the justice of the Ottoman State and the Ottoman State came to the fore within the concept of justice. In the sense of aesthetics, the most emphasis has been placed on art and architectural areas, while the most mentioned historical figure is become Mimar Sinan. The guiding influence of television series has been prominent in general in the fact that students take historical personalities as role models. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examined how effectively the social studies course achieves its intended purpose of socialization. The research was conducted using the Q-method. The participant group of the research was formed by the criterion sampling method. The participant group consisted of a total of forty-eight students, with sixteen from the fifth grade, sixteen from the sixth grade and sixteen from seventh grade, who were studying at secondary schools in the center of a province in Turkey. Data were collected with a list and a Q-matrix was developed by the researcher and analyzed using the PQ-Method 2.35 program. At the end of the research, it was determined that secondary school students' socialization perceptions were grouped under seven factors and were all different from each other. As a result, it was revealed that the purpose of the social studies course was not realized. Based on the results and limitations of the research, recommendations were developed to examine secondary school students' socialization perceptions with larger participant groups., Competing Interests: The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors. Published by Elsevier Ltd.)

Current developments have led teachers to use different methods and techniques in their instruction processes. When it is considered that student-centred instruction methods and techniques are more effective, it is important to include methods and techniques that will make students more active and ensure their active participation in the instruction process. One of these techniques is educational games. The objective of this study is to obtain the views of social studies teachers about using educational games. This study used a qualitative approach. The study group consisted of 15 social studies teachers working in the secondary schools of Kars, Turkey. The data were collected with a semi-structured interview form prepared by the researchers. In order to explain the collected qualitative data and to determine the relationships, the explanatory and deductive codes that emerged during the analysis were used. Based on the data obtained, it was found out that the social studies teachers thought that educational games were a technique which provided a more permanent learning environment with fun. It was also determined that the social studies teachers believed that educational games should be entertaining, instructive, and suitable for students’ levels and related to class topics and that using the educational game technique was beneficial for supporting the permanence of social studies instruction processes, active student participation, and strengthening the gained knowledge. Based on these results, the researchers recommended to improve educational games by deploying them in a more effective manner and including them more frequently. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the effect of creative drama method on the Social Studies course achievement of students. Within the scope of the research, in Google Academic, EBSCOhost, ERIC, ULAKBİM TR Index, thesis databases of the Higher Education Council in Turkey (YÖK), a search was conducted via the key words "drama, creative drama, roleplaying, improvisation, Social Studies lesson, and academic achievement". As a result of these searches, a total of 19 studies (4 articles and 15 theses) published between the years of 2006 and 2020 were reached. The effect sizes, heterogeneities and publication bias analyzes of the studies were conducted using the "Comprehensive Meta-Analysis" statistical program. It was found that the studies conducted on the creative drama (Q=90,019 p <0,05; I²= 78,893) method showed a heterogeneous distribution, and there was no publication bias. According to the results of the study, the creative drama method had a very large effect size (d = 1,17061) on the success of the social studies course in favour of the experimental groups which utilized the creative drama method. Regarding the effect size results in terms of the years, type and class level of the studies, the effect size of the studies published between 2006-2012 (d=1,208) was higher and was largely positive. Studies published as articles had higher effect size than the theses, and the effect size was perfectly positive. When the effect size of the sample group was examined in terms of the grade levels, it was concluded that the class with the huge effect size was 8th grade (d = 2.733) and the class with the lowest effect size was 4th grade (d = 0.709). [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

At schools, several courses have been designed to make students gain certain knowledge and skills in language, numeric, etc. To help them gain the skills of social expression, social studies course has been designed. However, in time, this course has turned to be a kind of oral course in which the knowledge is memorized and learners hardly ever gain the expected skills. On the contrary, social studies course exists to help individuals adapt the life of the society, have a happy life and fulfil their responsibilities towards their country, nation and the humanity. This course, which was first put into the literature in the USA in 1916, is now at the age of 100 in the world, and it is about to be 50 in Turkey. However, it is thought that the social studies course is deviated from its basic principles and background in Turkey today. For this reason, it is necessary to reconsider this course with its simple form. In this sense, this study argues the current situation of social studies course by touching upon its historical background and the purposes behind its design. It also aims to find out the basic considerations in social studies course, which has been applied, examined and discussed for about a century, in the light of the literature.

Okullarda dilsel, sayısal vb. çeşitli bilgi ve becerilerin öğrencilere kazandırılması için bazı dersler oluşturulmuştur. Sosyal ifade becerilerinin kazandırılması için de Sosyal Bilgiler dersi tasarlanmıştır. Ancak zamanla Sosyal Bilgilerin; Türkiye’de sadece bilgi ezberletilen, değer ve beceri kazandırmaktan uzak ve yaşamdan kopuk bir derse dönüştürüldüğü düşünülmektedir. Oysaki bu dersin temel varoluş amacı, bireyin ülkesine, milletine ve insanlığa yönelik görev ve sorumluluklarını yerine getirerek toplumsal yaşama uyum sağlamasına ve mutlu bir hayat sürdürmesine yardımcı olmaktır. 1916 yılında Amerika Birleşik Devletleri’nde dünya literatürüne giren bu ders, bugün dünyada 100. yaşını geride bırakmıştır. Türkiye’de ise Sosyal Bilgiler dersi 50. yaşına yaklaşmıştır. Ancak günümüz Türkiye’sinde Sosyal Bilgiler dersinin, tasarım gerekçeleri ve temel anlayışlarından hatta yaşamdan uzaklaştırıldığı söylenebilir. Bu nedenle Sosyal Bilgileri en yalın haliyle yeniden düşünme gereksiniminin ortaya çıktığı anlaşılmıştır. Çalışmada Sosyal Bilgiler dersinin tarihsel temelleri ve tasarım gerekçelerine değinilerek bugün geldiği durum tartışılmaktadır. Buna dayalı olarak bir asırdır uygulanan, incelenen, tartışılan Sosyal Bilgiler dersinin temelinde hangi düşünceler yer almaktadır? sorusuna literatür ışığında yanıt aranmaya çalışılmaktadır.

This study aimed at describing the implementation of inclusive education at the social studies course (IPS/Ilmu Pengetahuan Sosial) in the Department of Special Education. The method used was qualitative in term of case studies. The research subject was the student of Special Education Department consisting of four blind students and 60 regular students. The instrument used was the observation, interviews and documentation. The mechanical analysis of data validity was triangulation. The result found that the inclusive education was not difficult to apply well in the IPS course. Students’ learning activities in the classroom were very dynamic discussion about the IPS subject and the IPS learning practices in the micro class. The visually impaired student results were not inferior for regular students. It was concluded that inclusive education can be well applied in the IPS course

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the effectiveness of Google Earth (GE) application in acquiring spatial perception ability in the fourth-grade social studies course. The research was carried out in a fourth grade of a primary school in the Demirci district of Manisa Province in the year 2015-2016 using embedded experimental design. During the five-week implementation process of the research, activities based on the GE practice were performed. A pre-test before the activities and a post-test after the activities were given to the students. In addition, semi-structured interviews were held with the students at the end of the implementation. The Wilcoxon test was used to analyze the data obtained from the achievement test, and the thematic analysis method was used to analyze the qualitative data. The results showed that there was a statistically significant difference between the pre- and post-test scores for the achievement tests. The students also stated that the activities based on the GE implementation increased their success and allowed them to gain spatial skills. In conclusion, the social studies course activities based on GE practice might have an important function for the students to gain spatial perception skills. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)