A study on learning environments of elementary school students taking social studies course: Bursa sample

Doğan, Yadigar; Sezer, Gönül Onur

doi:10.1016/j.sbspro.2010.03.200

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…Heafner (2004) also indicated that social studies teachers need to incorporate student-centered instructional practices in order to create a more enriching and engaging learning environment that focuses on supporting cognitive development in students. As mentioned by Dog˘an and Sezer (2011), teachers can contribute to students' achievements by encouraging and motivating them in areas where they excel. Perhaps at this point, social studies teachers have a greater responsibility compared to other teachers.…”

Section: Discussionmentioning

confidence: 99%

We are Late Enough: Take Action in Social Studies Classes

Akhan,

Demirezen,

Çiçek

2023

SAGE Open

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The aim of this research is to provide an applied example that serves as a guide to social studies classrooms and directly supports the teachers who implement it, specifically for the social studies lesson. In the research planned as an action research, a group of 27 7th-grade students from a middle school was selected as the study group, and activities were implemented under the name of “Social Studies Club” for a duration of 16 weeks, with 2 hours of weekly sessions. The results of the research support the literature in terms of student perceptions at the beginning of the application. According to students “Social studies is not among the favorite subjects, there is little interest in the subject, but it is not considered difficult. The lessons are perceived as simple but boring.” At the end of the applications, students have developed positive feelings towards the social studies lesson, gained awareness about the achievements, and acquired learning outcomes. Looking at the interviews conducted with the students at the end of the applications, it can be observed that the students made positive evaluations regarding the applications. They were able to make more inferences about the social studies lesson, not because they found it simple, but because they considered it important. As a result, they started to view social studies as one of their favorite subjects and expressed that they have explored the content of the social studies lesson. Although this research provides a small snapshot in terms of the duration of the application, it can be considered as a guiding resource in terms of addressing the problems in social studies education.

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Section: Discussionmentioning

confidence: 99%

We are Late Enough: Take Action in Social Studies Classes

Akhan,

Demirezen,

Çiçek

2023

SAGE Open

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“…The literature suggests that a good school environment can affect adolescent motivation in many ways ( Cohen et al, 2009 ). For example, school culture ( Wang M. T. et al, 2022 ), campus relationships ( Anderson, 1982 ), and classroom environments ( Alonso-Tapia and Ruiz-Díaz, 2022 ) are all related to high achievement motivation ( Doğan and Sezer, 2010 ). Adolescents perceive the school environment as contributing to personal achievement motivation when it provides clear expectations, consistency and predictability of responses, emotional support, opportunities to learn and master meaningful material, and adequate or appropriate support for students’ individual goals and interests, Students’ academic self-concept and subjective task attention have been improved ( Wang and Eccles, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support

et al. 2023

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School climate has been reported to have an important impact on children’s achievement motivation, but the mechanism for the impact of school climate on left-behind children has not been fully explored. The purpose of this study is to investigate the roles of left-behind children’s learning adaptability and teacher support in mediating and moderating the relationship between school climate and achievement motivation. In this study, 1,417 left-behind children were surveyed. The results showed that: (1) after controlling for gender and age, the school climate still had a positive effect on the achievement motivation of left-behind children (c′ = 0.177, p < 0.001). (2) School climate perceived by left-behind children directly predicted their achievement motivation, and indirectly through their learning adaptability (a1 = 0.338, p < 0.001; b = 0.341, p < 0.001). In other words, left-behind children’s learning adaptability may play an intermediary role between school climate and achievement motivation. (3) The indirect effect of school climate on achievement motivation through learning adaptability was moderated by teacher support (a2 = 0.153, p < 0.001), and this indirect effect was more significant for left-behind children who perceived high teacher support. The research reveals the importance of school climate and teacher support to the growth and development of left-behind children, thus holding theoretical significance for improving the achievement motivation of left-behind children.

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“…In fact, the success of children in school is closely related to the family environment. Pollard and Triggs (in [7]) state that family, heredity, self-evaluation, and effort are some of the factors that influence student success. The results of Mabaso's research, [8] also stated that apart from mastering technology, building good relationships with families and communities would be very helpful in developing students' potential.…”

Section: Introductionmentioning

confidence: 99%

Social Characteristics and Local Wisdom in Sasak Folklore: Reconstruction of the Development of Digital Story Books in Elementary Schools

Musaddat¹,

Suarni²,

Dantes³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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This study aims to describe the various social characters and local wisdom found in Sasak folklore as basic material for the development of local wisdom-based digital storybooks in elementary schools. The study investigated: (1) The developing forms of Sasak folklore, (2) The forms of social character found in Sasak folklore, (3) The forms of local wisdom found in Sasak folklore, and (4) The Sasak folklore that could be developed into digital storybooks in elementary schools. The data of this descriptive qualitative research were collected through observation, documentation review, literature review, and Focus Group Discussion (FGD). The data analysis was carried out by following the principles in qualitative research. This study found that: (1) The developing forms of Sasak folklore in the community were verified as many as 37 stories, including Putri Mandalike, Gunung Pujut, Balang Kesimbar, Sigar Penjalin, Leklek Kelindung, and others; (2) The dominant forms of social character include empathy, establishing communication, being obedient, respecting each other, helping each other, and being willing to sacrifice; (3) The dominant forms of local wisdom include: giving mutual advice, visiting one another, trusting each other, helping each other; and (4) The Sasak folklores that can be developed into digital storybooks in elementary schools, which in accordance with the elementary school curriculum, include Balang Kesimbar,

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A study on learning environments of elementary school students taking social studies course: Bursa sample

Cited by 6 publications

References 1 publication

We are Late Enough: Take Action in Social Studies Classes

We are Late Enough: Take Action in Social Studies Classes

School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support

Social Characteristics and Local Wisdom in Sasak Folklore: Reconstruction of the Development of Digital Story Books in Elementary Schools

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