One of the main objectives of the Social Studies course is to raise individuals with a high level of responsibility. In this direction, many responsibilities are given to the students with the flipped classroom practices known as the replacement of the homework process at home with the theoretical knowledge process in the classroom and increase their academic success. The aim of this study is to investigate the effect of flipped classroom practices on students' academic achievement and responsibility levels in 5th-grade Social Studies course. The research was carried out according to the embedded experimental design which is one of the mixedmethod designs. The study group consists of 5th-grade students studying in the 2018-2019 academic year in two different classes designated as experimental and control groups of a public secondary school in the middle socioeconomic level and Social Studies teacher of these classes. The data were obtained with the Student Responsibility Scale, academic achievement test and semi-structured interviews. As a result of the research, it was found that flipped classroom practices significantly increased the academic achievement and responsibility levels of the students in the experimental group. Teachers and students emphasized that e-learning videos had a significant effect on the increase in achievement and responsibility level. It is suggested that the flipped classroom practice can be used to imrove students' responsibility and academic achievement levels.

Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy.Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice.Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach.

With the effect of technology and the pandemic, different approaches have begun to come to the fore in the understanding of education. Blended learning, which is one of these approaches, is known as the combination of distance education and face-to-face education with the support of educational technologies. It is becoming more widespread. Therefore teachers and prospective teachers are expected to be competent in blended learning. The aim of this study is to determine the views of social studies prospective teachers on blended learning. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively using the NVivo12 program. As a result of the research, it is seen that blended learning saves time and enables multidimensional learning. On the other hand, technological inadequacies and reduced socialization are seen as limitations of this approach. They state that there are many tools that can be used in this approach where the responsibilities of teachers and students increase. All of the participants say that they do not have sufficient knowledge about the application process and models of blended learning and they consider their undergraduate education insufficient in this regard. In line with the results of the study, it is recommended to include blended teaching practices in teacher education.

Environmental justice, which is related to the concept of social justice; It can be defined as the equal protection of everyone from harmful environmental influences, regardless of their age, culture, ethnicity, gender and race. Therefore, the right to live in a safe and healthy environment is the main emphasis of environmental justice. In addition, the participation of citizens in the decisions to be taken on environmental issues and taking into account their concerns about the environment are important aspects of the concept of environmental justice. The focus of the social studies course on daily life, its geographical, human and social analysis of environmental issues and its aim of citizenship education carry this course to an important place in gaining the understanding of environmental justice to individuals. For this reason, social studies teachers are expected to be aware of the concept of environmental justice and to carry out activities that can improve this concept in their students. The aim of this research is to determine the environmental justice views of social studies teacher candidates. The data of this study, which was carried out in the basic qualitative research design, were obtained through semi-structured interviews. The data were analyzed inductively. It is seen that social studies teacher candidates define environmental justice as fair distribution of resources, protection of natural resources and animals, high quality of life and being equidistant from dangers. Pre-service teachers who stated that environmental justice education will raise conscious and environmentally friendly individuals think that this concept is directly related to social studies. In line with the results of the study, pre-service teachers suggest placing the concept of environmental justice in the social studies curriculum and creating examples of activities that teachers can benefit from in line with this concept.

Hukuk, toplum yaşamını düzenleyen temel unsurlardan biridir. Hukuk okuryazarlığı ise hukuk sistemi, hukukla ilgili temel kavramlar ve hukuki sistemin işleyişi ile ilgili bilgi sahibi olarak bu bilgileri kullanmayı içeren çok boyutlu bir yapı sergilemektedir. Hukuk okuryazarlığı 2018 Sosyal Bilgiler Öğretim Programında yer alan temel becerilerden biridir. Bu çalışmanın amacı Sosyal Bilgiler öğretmen adaylarının hukuk okuryazarlığına ilişkin algılarını belirlemektir. Araştırmada nitel araştırma yöntemi kapsamında olgubilim deseni kullanılmıştır. Çalışmaya 2017-2018 öğretim yılında bir devlet üniversitesinde Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Programında öğrenim gören 12 öğretmen adayı katılmıştır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Araştırmada elde edilen veriler tümevarım analizi yoluyla analiz edilmiştir. Araştırma sonuçlarına göre öğretmen adayları hukuk kavramını kurallar, hak ve düzen temaları çerçevesinde tanımlamaktadır. Araştırma sonuçları Sosyal Bilgiler öğretmen adaylarının hukuk okuryazarlığını hukukla ilgili temel kavramları bilme, hukuki işleyişi bilme ve haklarını kullanabilme biçiminde tanımladıklarını göstermektedir. Araştırma verileri Sosyal Bilgiler öğretmen adaylarının hukuk okuryazarlığı konusundaki görüşlerini biçimlendiren üç temel kaynak olduğunu göstermektedir. Bu kaynaklar öğretmen adaylarının öğrenim yaşamlarında aldıkları dersler, yaşam deneyimleri ve güncel olaylardır. Sosyal Bilgiler öğretmen adayları Sosyal Bilgiler dersinin öğrencilere hukuk okuryazarlığı becerilerinin kazandırılması açısından önemli bir rol oynadığını düşünmektedirler.