In the century we live in, the level of environmental awareness, environmental knowledge, and ecological literacy of Social Studies teacher education candidates is of great importance to raise individuals who possess high ecological culture and environmental sensitivity. The research was carried out with a phenomenological pattern from qualitative research methods. The study group of research was determined by criterion sampling, which is a purposeful sampling method. The study group consists of 15 teacher education students who studied in the Department of Turkish and Social Sciences Education, Department of Social Studies Education and took the environmental education course in a Faculty of Education at a university in Turkey during the 2019-2020 academic years. The research data was obtained through a semi-structured interview form. The research data were analyzed by the content analysis method and evaluated with a qualitative data analysis program. One of the most important results obtained from this research includes that Social Studies teacher education students correctly perceive the concepts of Environmental Education and ecological literacy overall. Also, it is seen that Social Studies teacher education students stated that Environmental Education can provide development in their cognitive, affective, and behavioral dimensions such as information and increased consciousness about resource consumption, environmental awareness and sensitivity, problem-solving, understanding about sustainability, positive attitudes and behavioral development and changes and that will positively affect the ecological literacy levels of an individual. For this reason, the concepts of Environmental Education and ecological literacy should be emphasized because it is necessary for ecological literacy to be explained to the students and projects should be carried out accordingly
The purpose of the study is to determine the views of Social Studies teachers about historical empathy. For this purpose, the views of the Social Studies teachers about the concept of historical empathy, the methods they applied and the problems experienced were tried to be determined. The study was conducted in accordance with the phenomenological design of the qualitative research.Study group of the research included 25 Social Studies teachers working in Malatya city center. The data of the study were obtained by using a semi-structured interview form with the interview technique and the obtained data were analyzed with the content analysis method. As a result of the study, it was determined that the teachers saw historical empathy as evaluation of events according to the conditions of the era and had knowledge about historical empathy. It was seen that teachers benefited from different methods and techniques to acquire this skill. In acquiring historical empathy skill, teachers were determined to experience problems arising from students, curricula, family and environment. For this reason, methods and techniques that are suitable for each student level and make the student active should be frequently included. In addition, while making regulations for the curriculum, teachers' views should be taken into consideration.
The DBU research was conducted in order to determine the values education of the candidates of Social Studies Teachers and their opinions about the values in the SocialStudies Curriculum. The case study model which is suitable for the qualitative research approach was used in the research. The study group of the study was determined on the basis of volunteering, with one of the purposeful sampling methods, easily accessible case sampling. The research was carried out with the
Sosyal bilgiler öğretmenlerinin kanıt kullanma becerisine ilişkin görüşlerinin belirlenmesinin amaçlandığı bu araştırma, nitel araştırma desenlerinden biri olan olgubilim desenine uygun olarak yürütülmüştür. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılı bahar dönemi Elazığ il merkezinde görev yapan 9'u kadın 11'i erkek toplam 20 sosyal bilgiler öğretmeni oluşturmaktadır. Çalışma grubu gönüllülük esasına dayalı olarak, amaçsal örnekleme stratejilerinden biri olan uygun örnekleme ile belirlenmiştir. Araştırma verileri görüşme tekniği ile yarı yapılandırılmış görüşme formu kullanılarak elde edilmiş olup, veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırma sonucunda sosyal bilgiler öğretmenlerinin kanıt kullanma becerisini kaynakları kullanabilme yeteneği olarak ifade ettikleri ve kanıt kullanımının analiz, akıl yürütme, araştırma, eleştirel düşünme, tarihsel empati gibi becerilerin gelişimini etkileyebileceğini belirttikleri görülmüştür. Öğretmenlerin bu becerinin kazandırılmasında farklı yöntem ve tekniklerden yararlandıkları ve çeşitli kanıt türlerini kullandıkları belirlenmiştir. Kanıt kullanma becerisinin kazandırılmasında öğretmenlerin, öğrenci düzeyinin uygun olmaması, kanıtlara ulaşamama, izin ve maliyet sorunu gibi bazı problemler yaşadığı tespit edilmiştir. Öğretmenler, kanıt kullanma becerisinin etkili bir şekilde kazandırılabilmesi için öğrencinin aktif kılınarak daha fazla görsel-işitsel kanıtların tercih edilmesinin, öğrenci gelişim düzeyinin dikkate alınmasının, farklı yöntem ve tekniklerin daha fazla kullanılmasının önemli olduğunu belirtmişlerdir. Bu sonuçlardan hareketle, tercih edilen kanıtların öğrenci düzeyine uygun olmasına dikkat edilmeli ve öğrencinin aktif olması sağlanmalıdır.
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