<p>In this study, it was aimed to determine social studies candidates how to practice about make of use museums as a learning environment. It was tried to discuss a case, for this purpose ıt was used case study. The study group consisted of 19 students (12 females, 7 males) studying social studies at a public university. Participants were given museum training lasting 7 weeks and the process started with the visit of the Antalya Archeology Museum. In this study, Museum Evaluation Forms were used as data collection tools. These forms were used at two-stage. The first stage was the Pre-Museum Evaluation Form and the second stage was the Activity Evaluation Forms. Content analysis technique was used in data analysis, and the forms were examined separately and themes and categories were created. In the categories, the statements of some of the participants were given with direct quotations. As a result of the research, the expectations of the students before the museum training are divided into the categories of Learning about the use of the Museum, Historical awareness and Embodiment in the theme of Cognitive Field. In the affective main theme, it was determined that it was divided into the categories of Group Work, Contribution to Professional Knowledge and Being an Effective Citizen. In the Cognitive Field theme, the students' experiences after museum training are divided into the categories of Field Knowledge, Museum Use Learning and Creativity. In the affective Thinking, Contribution to Professional Knowledge, Permanent Learning, and Role-Playing are the categories of the affective categories. Participants stated that to make use of museum to effect on the cognitive area more effective than affective area. </p>

The opinions of prospective teachers on teaching academic writing / A. Ergişi; Ç. Kozaner Yenigül ((pp. 100-125

Bu çalışmada, 7. Sınıf öğrencilerinin sosyal bilgiler dersinde bir yöntem olarak yaratıcı dramanın kullanımına ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Çalışmada nitel yöntem kullanılmıştır. Çalışma grubunu, Ankara ili Çankaya ilçesinde MEB'e bağlı özel bir kurumda 7. Sınıfta öğrenim gören 27 öğrenci oluşturmuştur. Çalışmada araçtırmacı tarafından geliştirilmiş yapılandırılmış görüşme formu kullanılmıştır. Yapılandırılmış görüşme formlarından ve öğrencilerin atölyede hazırladıkları yazılı materyallerden elde edilen verilere, içerik analizi türlerinden frekans analizi kullanılarak ulaşılmıştır. Veriler 2015-2016 eğitim-öğretim yılı bahar döneminde toplanmıştır. Araştırma sonucunda, katılımcıların sosyal bilgiler dersinde yaratıcı drama yönteminin kullanılabilir olduğu, özellikle tarih konularının öğretiminde kullanılabilir olduğu, arkadaşlarıyla olan ilişkilerini olumlu etkilediği, sosyalleşmelerine katkıda bulunduğu sonucuna ulaşılmıştır. Bunun yanı sıra drama kavramına tanımlama getiremedikleri gözlemlenmiştir

The aim of this study is to determine the perceptions of classroom teacher candidates towards the concept and teaching of social sciences through metaphors. In the 2018-2019 academic year, the Department of primary education of the Turkish Republic of Northern Cyprus, Lefke European University, Faculty of Education 1., 2., 3. and 4. there are 119 candidates of teachers who study in the classroom. Phenomenology design, one of the qualitative research methods, was used in the study. The data of the study was obtained through a semi-structured interview form. Content analysis technique was used in the analysis of the data. In this context, he produced 61 metaphors aimed at the concept of social sciences by participants. The metaphors produced were collected under 4 different conceptual categories. The metaphors produced by the class teacher candidates for the concept of social sciences were collected in 4 categories, "social -vital, interdisciplinary, cultural resource and primary education" respectively. The number of metaphors (f=27) in the "social-vital" category is greater when the metaphors developed by the teacher candidates according to the categories created for the concept of social sciences are taken into account. The most repeated in this category has been the metaphor of life (f=20). The classroom teacher candidates produced 69 metaphors for teaching social sciences. The metaphors developed for the teaching of social sciences in line with the explanations made by the participants were grouped into 4 categories: "meeting social needs, interdisciplinary, knowledge transfer, cultural transfer," "When the metaphors developed by the teacher candidates according to the categories are taken into consideration, it is observed that the number of metaphors (f=31) in the "meeting the social needs" category for social sciences teaching is higher. The most repeated teaching of values in this category has been the metaphor (f=8).

Individuals and societies continue and end their lives within the framework of values. One of the most important of these values is the concept of homeland. Homeland refers to the land, where the individuals were born and live in, a piece of which may also be owned by such individuals. The concept of homeland is always given utmost importance in the curricula. In this context, it is important to determine the perceptions of elementary and middle school students towards the concept of homeland in order for foreseeing the love they felt for, and the importance they attach to, the geography they live in. In this study, it is aimed to reveal what students understand from the concept of homeland through metaphors. Phenomenology pattern, one of the qualitative research patterns, was used in this research. The study group of the research comprises 580 students. "Convenience sampling" was used in sample selection. In this study, elementary and middle school students were given a form of incomplete sentences in the following format of "Homeland