Sınıf Öğretmenleri Hayat Bilgisi Derslerinde Örnek Olay Yazıyor: Bir Öğretmen Eğitimi Süreci

Kabapınar, Yücel; Önder, Alper Doğan; Ütkür, Nur

doi:10.23863/kalem.2018.98

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…In this way, the student gains the skills to take responsibility for his behavior and empathize (Aydemir, 2010). In the case study method, learning becomes much more permanent as students can actively participate in the courses and derive individual meanings (Ütkür, Kabapınar, & Önder, 2016). There are also points to consider when preparing case study texts.…”

Section: Introductionmentioning

confidence: 99%

“…When the national literature was examined, it was determined that the case study method was studied more in Life Sciences and Social Studies courses than in other courses. Studies have been found on teachers' perspective on the case study method in the Life Sciences course, the quality and frequency of using the method, its use in values education, and teachers' case study creation processes (Bal and Anulan, 2019;Kabapınar, Özkan and Sargın, 2014;Meydan and Bahçe, 2010;Ütkür, 2018;Ütkür, Kabapınar and Önder, 2016;Ütkür, Kabapınar and Önder, 2017). There are studies on its use in the Social Studies course, its effect on success and attitude, its effect on environmental awareness, the opinions of teachers, students and teacher candidates, its effect on critical and empathetic thinking skills, and its use in value education (Akyürek Tay and Çakmak, 2020;Aydemir, 2010;Deveci, 2005).…”

Section: Introductionmentioning

confidence: 99%

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A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

Emral,

Ütkür Güllühan

2024

Uluslararası Alan Eğitimi Dergisi

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The aim of this research is to determine how the answers given by the 4th-grade students in a public school in Istanbul to the questions of the case study texts in the Social Studies course differ based on gender. In this direction, the case study design, one of the qualitative research methods, was used in the research. Data were collected by open-ended survey. The answers given by the students to the intellectual, empathetic, and moral questions, to the case studies prepared based on the visuals, newspaper, and dialogue. In the study, the answers of 86 female students and 84 male students were examined. According to the examination of students' answers, female students answered empathic and moral questions more often than male students; male students were found to answer intellectual questions more often. In the intellectual and moral questions, it was determined that the answer type of male students was higher than that of female students. In addition, it was determined that the most frequently given answer and the given second answers were generally different between the two genders. The study of the students' answers indicated that female students answered more questions than male students in newspaper-based and visual-based case studies; however, in dialogue-based texts, male students answered more questions than female students. In the newspaper-based and visual-based case studies, the response type of female students was higher than that of male students; If it is a dialogue-based text, it has been determined that the answer type of male students is higher than that of female students. In addition, it has been determined that the number of questions that the most frequently given answer is the same between the two genders is more than the number of questions that are different. In this context, it is thought that the study will shed light on other gender-based studies. Keywords: social studies, case study, gender, primary school.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

Emral,

Ütkür Güllühan

2024

Uluslararası Alan Eğitimi Dergisi

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Sınıf Öğretmeni Adaylarının Hayat Bilgisi Öğretimi Dersinde Ortaya Koydukları Örnek Olay, Drama ve Empati Temelli Etkinliklerin İncelenmesi

Ütkür Güllühan,

Bekiroğlu

2024

The Journal of International Lingual Social and Educational Sciences

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Bu araştırmada sınıf öğretmeni adaylarının hayat bilgisi öğretimi dersinde tasarladıkları örnek olay, drama ve empati temelli etkinliklerin genel özelliklerinin analiz edilmesi amaçlanmıştır. Araştırmanın örneklemini 2021-2022 eğitim öğretim döneminde “İstanbul’da bir devlet üniversitesinde Sınıf Eğitimi Anabilim Dalı’nda 3. Sınıfta öğrenim görmekte olan toplam 40 sınıf öğretmeni adayı” oluşturmaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Veriler “doküman incelemesi” yoluyla toplanmış ve veriler içerik analizi” yöntemiyle analiz edilmiştir. Araştırmanın sonuçlarına göre sınıf öğretmeni adayları en çok ilkokul 3. sınıf düzeyinde ve “Sağlıklı Hayat” ünitesine yönelik etkinlikler tasarlamışlardır. Sınıf öğretmeni adaylarının hazırladıkları örnek olay etkinliklerinde “düşünsel” sorulara ağırlık verdikleri, “ahlaki ve empatik” içerikli soruların görece daha az olduğu görülmüştür. Tasarlanan drama etkinliklerinin ise drama aşamalarına uygun şekilde hazırlandığı belirlenmiştir. Bununla birlikte, değerlendirme aşaması etkinliklerinde “düşünsel ve duyuşsal” etkinliklere daha az yer verildiği tespit edilmiştir. Bu sonuçlar ışığında, sınıf öğretmeni adaylarının lisans eğitimi boyunca örnek olay, empati ve drama etkinliklerinin niteliklerinin artırılmasına ilişkin eğitimlerle desteklenmeleri önerilmiştir.

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Sınıf Öğretmenleri Hayat Bilgisi Derslerinde Örnek Olay Yazıyor: Bir Öğretmen Eğitimi Süreci

Cited by 2 publications

References 7 publications

A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

A Gender-Based Examination of the Case Study Method in Primary School Social Studies Courses

Sınıf Öğretmeni Adaylarının Hayat Bilgisi Öğretimi Dersinde Ortaya Koydukları Örnek Olay, Drama ve Empati Temelli Etkinliklerin İncelenmesi

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