In this research, the aim was showing the evaluation of students on scenario-based case study method and showing the functionality of the studied section called 'from production to consumption'. Qualitative research method and content analysis were used to reveal participants' experiences and reveal meaningful relations regarding problems of the research. The study consisted of 28 fourth grade students from the same classroom, in a public school of Central District of Ankara. The study group was selected by neutral assignment. Lesson plans and forms developed by the researcher were used to obtain qualitative data in the research, which was carried out as a doctoral thesis study. Four lesson plans have been developed in order to be able to achieve advances in the field of learning 'production, distribution and consumption' in the social studies course. Each lesson plan includes a case study associated with the achievement but not finalized, a finalized scenario script covering the case study, open-ended questions, and digital and printed resources. The evaluation form that has been prepared to assess the functionality of the used method, includes the open-ended questions prepared for evaluating the function of the unit in terms of the students and thus, forms the basic data collection tool of this research. According to qualitative results of students answers, using scenario-based case study method is a positive experience. Students are more active in the learning process, they are more caring and they pay more attention to the lessons. They want to use this method in other lessons in which they struggle to concentrate and by using this method they are more able to keep their focus.The results of this study show that scenario-based case study methods have been well received by the students, the learning process with this method is more functional and the learned information continues to be used in non-school settings.
, ORCID ID: 0000-0002-1120-539X. *Bu çalışma 'Sosyal bilgiler eğitiminde senaryo tabanlı örnek olay yönteminin üretim ve tüketim bilincinin kazandırılmasına etkisi' isimli doktora tezinden üretilmiştir. 772 http://kefad.ahievran.edu.tr
ÖZ Sınıf, öğrencilerin akademik ve sosyo-kültürel hayata hazırlandıkları aktif bir etkileşim ve iletişim ortamıdır. Bu ortamın en önemli aktörlerinden biri olan sınıf öğretmenlerinin rol model olarak sergiledikleri davranışlar ise gerek öğrenciler gerekse bu sınıflara deneyim kazanmaya gelen öğretmen adayları açısından büyük önem arz etmektedir. Ancak sınıf içerisinde sergilenen öğretmen davranışlarının her zaman istenilen şekilde gerçekleştiğini söylemek güçtür. Bu çalışmanın amacı, öğretmen adaylarının perspektifinden istenmeyen öğretmen davranışlarının neler olduğunu tespit etmektir. Nitel yaklaşımla gerçekleştirilen çalışmanın katılımcılarını okul deneyimi ve öğretmenlik uygulaması derslerini almış 21 öğretmen adayı oluşturmaktadır. Araştırmada veriler yarı yapılandırılmış görüşme formları aracılığıyla katılımcılarla gerçekleştirilen odak grup görüşmelerden elde edilmiştir. Katılımcıların onayıyla kayıt altına alınan görüşmeler transkript edilmiş ve dokümanlar içerik analiziyle çözümlenmiştir. Araştırmada sınıf öğretmenlerinin istenmeyen davranışlarına ilişkin bulgular; sınıf yönetimi, iletişim, öğretim ve rehberlik temel boyutları altında sunulmuş ve literatüre dayalı olarak tartışılmıştır.
This study aims to analyze to what extent the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ which are addressed in Turkish Qualifications Framework and instruction programs in Turkey are covered by life sciences course books. The research was performed through the case study method which was within the context of qualitative research models. In the study, life sciences course books which were selected through convenience sampling, approved by the Board of Instruction and Education of the Ministry of National Education of Turkey and used in the first, second and third years of primary schools in the school year of 2018-2019 were examined. As per results obtained from research findings, it was found that the competency of ‘Communication in Foreign Languages’ and ‘Digital Competency’ were insufficiently referred to in course books. On the basis of research findings, recommendations intended for designers, teachers and researchers of instruction programs of life sciences course were presented.
Global epidemics bring about problems that affect the lives of all individuals to a great extent. Although there have been global epidemics at different times, especially in the last two decades, primary school students are faced with such a situation for the first time. In order for students to manage this process in a healthy manner, it is important to see life through their eyes. It is necessary for both decision makers and practitioners to refer to students’ own comments and statements in order to see the traces of the effects of the measures taken on behalf of the students on their views. Determining primary school students’ views of the concept of life in this process is extremely important in terms of seeing and interpreting the process from their perspective and planning the continuation of the process. In the current study, the metaphors that primary school students developed regarding the concept of life during the pandemic and the explanations they brought to these metaphors were examined. In the study, it was determined that the students were able to explain the concept of life in the COVID-19 period using different metaphors and qualifiers. It was seen that metaphors were gathered under the categories of being restricted, disruption of order, feeling threatened, and despair. It was concluded that primary school students evaluate life predominantly negatively during the COVID-19 period.
In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.
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