5. Sınıf Sosyal Bilgiler Dersi Etkin Vatandaşlık Öğrenme Alanına Yönelik Çizgi Roman Tasarımı: 'Minik Vatandaşlar'

Kavak, Onur; İlhan, Genç Osman

doi:10.29329/jirte.2021.408.5

Cited by 6 publications

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“…Various other studies (Çelik & Tepe, 2022;Doğan & Koç, 2017;İşçi & Yeşiltaş, 2018;Kavak & İlhan, 2021;Pala, 2021) also contain similar results. Studies emphasizing the use of technology in education for raising future generations and adapting to the digital age, like Haleem et al, (2022), as well as those offering improvement suggestions and views related to enhancing the functionality of digital technologies in the educational process (Clark-Wilson et al, 2020;Dere & Ateş, 2020;Jobirovich, 2022;Mason et al, 2000;Yıldırım & Şimşek, 2023;Wikramanayake, 2005), also support the findings of this research.…”

Section: Discussionsupporting

confidence: 64%

“…The impact of digital technology on the teaching of geography issues(Bednarz et al, 2006;Delgado, 2019) and the integration of knowledge in social studies and history courses, as explored byMaloy et al, (2017), is significant. Various other studies(Çelik & Tepe, 2022;Doğan & Koç, 2017;İşçi & Yeşiltaş, 2018;Kavak & İlhan, 2021;Pala, 2021) also contain similar results. Studies emphasizing the use of technology in education for raising future generations and adapting to the digital age, likeHaleem et al, (2022), as well as those offering improvement suggestions and views related to enhancing the functionality of digital technologies in the educational process (Clark-Wilson…”

supporting

confidence: 64%

“…Some participants suggested the creation of a social studies platform that would provide instant access to all available content. Several studies examine the use of digital materials or environments in social studies education (Akcan, 2023;Akcan et al, 2023;Doğan & Koç, 2017;İşçe & Yeşiltaş, 2018;Kavak & İlhan, 2021;Öğdür & Meydan, 2022;Pala, 2021;Selanik Ay, 2020;Tartuk & Turan, 2023). Other studies highlight the positive outcomes of digital technologies in social studies courses based on teacher opinions (Dere & Ateş, 2020;Erdoğan & Şerefli, 2021;Heafner, 2004;Mason et al, 2000;Yaylak & İnan, 2018;Yıldırım & Şimşek, 2023).…”

Section: Discussionmentioning

confidence: 99%

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Sosyal Bilgiler Dersinde Dijital Teknolojilerin Kullanımına İlişkin Öğretmen Görüşleri

AKCAN

2024

joh

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Given the current technological advancements, adjusting to the digital era by incorporating digital technologies into both personal and societal aspects of life is crucial. Within ongoing change and transition, the educational process serves as a basis for effectively employing digital technology, with Social Studies programs being particularly remarkable. This study aims to reveal educators' viewpoints regarding the utilization of digital technology in Social Studies classes. The study utilizes qualitative research methods and applies a case study methodology to conduct a situational analysis. The study's implementation phase involved the participation of 11 volunteer Social Studies instructors. Participants were chosen by a method of easy sampling. Focus group discussions were undertaken to collect participants' perspectives and recommendations on the topic. A semi-structured interview form, which was created based on expert opinions, was utilized during the implementation process. The interview form comprises two sections: one for collecting participants' personal information and another for addressing subject-related inquiries. Thus, the interview form approach was predominantly utilized during the implementation phase. The online focus group discussion was scheduled at specific times with the participants. Following the conclusion of the interviews, the data was transcribed and subjected to analysis by document review. The findings were scrutinized by descriptive and content analysis. The study's findings indicate that Social Studies teachers favor incorporating digital technologies within and beyond the classroom, and effectively employ a range of technological resources. The

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Section: Discussionsupporting

confidence: 64%

supporting

confidence: 64%

Section: Discussionmentioning

confidence: 99%

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Sosyal Bilgiler Dersinde Dijital Teknolojilerin Kullanımına İlişkin Öğretmen Görüşleri

AKCAN

2024

joh

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“…There are many studies examining the use of web 2.0 tools in social studies teaching in line with the widespread use of Web 2.0 tools in educational environments in recent years. In these studies, the attitudes and opinions of social studies teachers towards the use of web 2.0 tools/digital materials (Altunay, 2021;Erdoğan & Şerefli, 2021;Güleli, 2015;Kırımlı & Demirezen, 2022;Seyhan & Küçük, 2021;Taşdemir, 2021;Yaylak & İnan, 2018), the opinions and competencies of social studies pre-service teachers regarding the use of web 2.0 (Özer & Albayrak Özer, 2017;Tünkler, 2021;Tepe & Çelik, 2021), the designs of web 2.0 tools developed for social studies teaching (Ak, Erdoğan & İlhan, 2020;Beaudry et al, 2013;Bull et al, 2008;Çelik & İlhan, 2021;Çelik & Tepe, 2022;Kavak & İlhan, 2021;Keskin & İlhan;, the effects of using web 2.0 technologies in social studies lessons on students (Ada & Sözen, 2021;Almalı & Yeşiltaş, 2020;Balçın & Çalışkan, 2021;Gezer & Ersoy, 2021;İneç, 2017;Pala, 2021;Torrez, 2010;) are focused on. When the studies on Web 2.0 tools are examined, it is seen that there are few studies with preservice teachers.…”

Section: Introductionmentioning

confidence: 99%

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

2023

PERR

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Web 2.0 tool Social Studies Pre-service Teachers Social studies teaching material Design lesson in social studies Teaching Technology The purpose of this research is to reveal the experiences of social studies pre-service teachers regarding the web 2.0 tools they use as a Material Design lesson in Social Studies Teaching and their opinions based on these experiences. The case study design, one of the qualitative research methods, was used in the research. The study group of the research consists of seven pre-service teachers who are studying in a state university Social Studies Teaching program in the spring semester of the 2021-2022 academic year. The application stages of the research were carried out in 2hour classes for six weeks within the scope of the Material Design in Social Studies Teaching course.The research data were collected at the end of face-to-face interviews with each pre-service teacher after the implementation phases were completed. The data obtained were analyzed by the content analysis method, and diagrams containing themes, subthemes, and codes were created and presented with their frequencies. It was determined as a result of the research that the pre-service teachers preferred the applications chosen by them to produce content because of their features such as ease of use, the richness of content, being usable in the classroom, and being interesting. Regarding content creation processes, it was seen that they enjoyed preparing colorful designs, using applications, learning new information, and designing puzzles/games/digital stories. However, it was observed that they had difficulties because there were paid options in the applications, the language of the application was English, it was difficult to understand the use of the application, and not everyone had a computer. Pre-service teachers thought that the use of web 2.0 tools in social studies lessons would have positive effects on teachers, students, and educational environments they suggested that these tools should be used by all teachers, their usage licenses should be purchased by the Ministry of National Education or school administrations, schools and classrooms should be improved in terms of technological facilities and tools, and in-service training should be organized.

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“…Ulus devletlerin günümüzde oldukça önem verdiği vatandaşlık eğitiminin müfredatı, tipik olarak ulusal kurumlara, meselelere ve bağlara odaklanmıştır. Bununla birlikte küresel çapta kurumların ortaya çıkması ve bununla birlikte hayatımıza giren dijitalleşme faktörü sayesinde vatandaşlık eğitimi müfredatı artık yerel, bölgesel ve küresel ölçekleri ile beraber dijital vatandaşlığı da kapsamaya başlamıştır (Kavak ve İlhan, 2021;Stromquist, 2008). Bu durum ulus devletlerin geliştirmiş oldukları vatandaşlık eğitimi politikalarını küresel bir statüye eriştirmeleri konusunda gözden geçirmeleri için itici bir gelişme olmuş ve geleneksel vatandaşlık eğitimi kavramlarına yeni bir boyut kazandırma açısından da temel bir zorunluluk oluşturmuştur (Öngören, 2022).…”

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ABD'nin Vatandaşlık Eğitimini Değerlendiren Raporların İncelenmesi

Öngören

2022

Akademik Platform Eğitim Ve Değişim Dergisi

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Amerikan toplumundaki gençler arasında yükselmekte olan cinayet, şiddet eğilimi, alkol ve narkotik kullanıma bağlı problemlerin fazlalaşması, ülkedeki idarecileri de daha çok meşgul etmekte ve onları sorunların çözümü noktasında da çözüme yönelik arayış içerisine itmektedir. Buna göre idareciler toplumun vatandaşlık bilinci açısından eğitilmesine önem vermekte ayrıca ailelerin sosyal gelişimi açısından çocuklarına karşı yeterince yerine getiremediği birtakım görev ve sorumlulukları temel eğitim yoluyla yerine getirmeyi amaçlamaktadırlar. Söz konusu vatandaşlık eğitiminin nitelikli olması ve yenilikçi olması adına da bazı bağımsız araştırmacı ve kuruluşlar verilen eğitimi değerlendirmekte ve raporlandırmaktadırlar. Bu araştırmanın amacı da ABD vatandaşlık eğitimini genel hatlarıyla ele alıp değerlendiren raporları incelemek ve durum tespiti yaparak ülkede ilerleyen yıllarda vatandaşlık eğitiminin ne şekilde olması gerektiği ile ilgili çıkarsama yapabilmektir. Nitel araştırma yöntemlerinden doküman incelemesi ile gerçekleştirilen araştırmada ABD’de vatandaşlık eğitimi üzerine kritik yapan NCSS (National Council for Social Studies), ASHE-ERİC (Education Resources Information Center) ve ISTE (International Society for Technology in Education) gibi vatandaşlık eğitimi değerlendirme kurumlarının raporları üzerinden ABD’deki vatandaşlık eğitimiyle ilgili yapmış olduğu değerlendirmeler araştırmanın amacı kapsamında incelenmiştir. Buna göre raporlar incelendiğinde ABD’de vatandaşlık eğitiminin 1950 yılından günümüze doğru siyasi konjonktür ve kültürel anlamda eğitim alanında meydana gelen değişime bağlı bir şekilde sürekli bir hareketlilik ve değişim içerisinde olduğu özellikle Covid-19 pandemisi ile birlikte dijitalleşmenin önem kazanmasıyla da dijital vatandaşlık eğitiminin önemsenmesi gerektiği sonucuna ulaşılmıştır. Ayrıca araştırmadan elde edilen sonuca göre çeşitli görüş ve önerilerde bulunulmuştur.

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5. Sınıf Sosyal Bilgiler Dersi Etkin Vatandaşlık Öğrenme Alanına Yönelik Çizgi Roman Tasarımı: 'Minik Vatandaşlar'

Cited by 6 publications

References 0 publications

Sosyal Bilgiler Dersinde Dijital Teknolojilerin Kullanımına İlişkin Öğretmen Görüşleri

Sosyal Bilgiler Dersinde Dijital Teknolojilerin Kullanımına İlişkin Öğretmen Görüşleri

Opinions and Experiences of Social Studies Pre-service Teachers on Web 2.0 Tools

ABD'nin Vatandaşlık Eğitimini Değerlendiren Raporların İncelenmesi

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