Öz: Bu araştrımanın amacı, Sosyal Bilgiler öğretmen adaylarının yansıtıcı düşünme eğilimlerini belirlemek ve çeşitli değişkenler açısından ortaya koymaktır. Araştırmada, öğretmen adaylarının yansıtıcı düşünme eğilimlerini belirlemek amacıyla, Semerci (2007) tarafından geliştirilen "Öğretmen ve Öğretmen Adayları İçin Yansıtıcı Düşünme Eğilimi (YANDE) Ölçeği" ve öğrencilerin demografik özelliklerini belirlemek için araştırmacılar tarafından hazırlanan "Kişisel Bilgi Formu" kullanılmıştır. Tarama modelinin kullanıldığı araştırmanın örneklemini, Türkiye'nin değişik bölgelerinden seçkisiz olmayan örneklem türlerinden amaçsal örnekleme ile belirlenmiş üniversitelerdeki eğitim fakültelerinin Sosyal Bilgiler Öğretmenliği 3. ve 4. sınıflarında öğrenim gören öğretmen adayları oluşturmaktadır. Elde edilen veriler SPSS programında değerlendirilmiştir. Araştırma sonuçlarına göre öğretmen adaylarının yansıtıcı düşünce eğilimlerinin orta düzeyde olduğu belirlenmiştir. Ayrıca öğretmen adaylarının yansıtıcı düşünce eğilim-lerinin cinsiyet, aile gelir durumu ve mezun olunan lise türüne göre anlamlı fark göstermediği, ancak YANDE ölçeği alt boyutlarından bazılarında farklılıklara rastlandığı görülmüştür.Anahtar sözcükler: Yansıtıcı düşünme, öğretmen adayı, yansıtıcı öğrenme, yansıtıcı öğretmen Abstract: The aim of this study was to determine the reflective thinking tendencies of prospective social studies teachers and to determine this tendency in terms of various variables. The "Reflective Thinking Tendency Scale (RTTS) for teachers and student teachers", which was developed by Semerci (2007) to determine the reflective thinking tendencies of prospective social studies teachers; together with the "Personal Information Form", developed by the researchers to obtain demographic information concerning students, were employed in this study. The sample in the study was formed of 3 rd and 4 th grade candidate teachers studying at social studies teaching departments of education faculties of some universities, chosen through the method of purposeful sampling in different regions of Turkey. The survey model was used in the present study and the data was analysed using SPSS software. The results of this research indicated the reflective thinking tendencies of candidate teachers were of the medium level. Further, it was determined that the reflective thinking tendencies of the participants showed no significant differences from variables such as: gender, the monthly income of the family and the type of high school, there were however differences in some of the sub-dimensions on the Reflective Thinking Tendency Scale.
The purpose of this study is to examine secondary school students' social studies course self-efficacy and social studies course motivation (intrinsic motivation, heeding, extrinsic motivation) levels. Study sample is composed of 305 7th class secondary school students. In the study, data was collected using relational survey model and "Social Studies Course Self-Efficacy Scale" and "Social Studies Course Motivation Scale" were applied to the students. In the study, firstly Pearson correlation coefficients were calculated and the relationships between the variables were examined, then, multiple linear regression analysis was performed with intrinsic motivation, extrinsic motivation, heeding and academic achievement variables. The data obtained in the study shows that intrinsic motivation, extrinsic motivation and academic achievement variables predict students' social studies self-efficacy levels and explain 64% of self-efficacy. On the other hand, it has been determined that heeding dimension of the motivation is not a significant predictor of self-efficacy.
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Purpose of this study is to examine the relationship between achievement goal orientations of secondary school students to social studies (self-approach, task-approach, other-approach, taskavoidance, other-avoidance, self-avoidance) and self-regulation strategies they use (cognitive strategy, self-regulation). In addition, it has been tried to determine in the study to what extent academic achievements of the students could predict self-regulation strategies they use. Work group of the study consists of 346 secondary school students at 5th, 6th and 7th grade students. Study has survey model. For purposes of the study, "Self-Regulation Strategies Scale" and "Social Studies Oriented Achievement Orientations Scale" were employed on the students. When examining correlation coefficients according to the findings obtained from the study, it has been found that the strongest relations are between goals to self-approach and goals to task-approach and between use of cognitive strategy and self-regulation; the weakest relations are between use of cognitive strategy and respective approach. In addition, it has been determined that selfapproach, task-approach, goals to task-avoidance and academic grade point averages predict significantly use of cognitive strategy by the students and that goals to self-approach and taskavoidance predict significantly students' use of self-regulation processes.
Purpose of this study is to determine cognitive structures, conceptual knowledge and misconceptions of the 8th grade students concerning concepts of citizenship through a word association test. In direction of this purpose, a word association test consisting of democracy, sovereignty, independency, freedom, right and responsibility concepts have been applied to 175 8th grade students who studied at 3 secondary schools in Trabzon province during 2017-2018 school years. Conceptual networks have been formed in direction of responses of the students to these concepts, and cognitive structures of the students have been demonstrated. It has been concluded as a result of the study that students associate concept of democracy mostly with equality, right, justice concepts. They associate concept of sovereignty with freedom, nation, independence concepts and concept of independency with freedom, flag and liberty concepts. They also associate concept of freedom with independency, justice, liberty concepts and concept of right with freedom, nation and sovereignty concepts. They associate again concept of responsibility with task, duty and work concepts. It has been determined as a result of the study that a good part of the students can make sentences involving scientific information about freedom, independency and responsibility concepts and they have no misconceptions about these concepts. It has been determined that a limited number of students have misconceptions about the concept of right. As for one of the important results of the study, most of the students have misconceptions about the concept of sovereignty.
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