Sosyal Bilgiler Ders Kitaplarında Güncel Olayların Kullanım Durumu

Öztürk, Talip; Veziroğlu, Kader

doi:10.47770/ukmead.793737

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…It could lead to more meaningful and permanent learning via active participation in the class. Also, it improves life experiences (Durmus x, 2017; Eryılmaz, 2015;Sag˘lamgo¨nc€ u & Deveci, 2023;Vezirog˘lu, 2022). Teachers could effectively employ current issues to facilitate acquisition of course achievements by the students and to support them in the development of accurate cognitive schemes about certain concepts.…”

Section: The Aim Of the Studymentioning

confidence: 99%

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The Views of Classroom Teachers on the Instruction of Current Issues

Deniz,

İzci

2023

SAGE Open

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The present study aimed to determine the views of classroom teachers on the inclusion or exclusion of current issues in classroom instruction, to investigate these views based on the definition of current issues, the methods and techniques employed in the instruction of current issues, the analysis of the instruction, and the positive and negative consequences of the instruction of these issues in the classroom. The present research was conducted with the case study method. The maximum diversity sampling method was employed to assign the study group members. The study group included 10 classroom teachers employed in seven primary schools in Battalgazi, Yesilyurt, Doğanşehir, and Hekimhan districts in Malatya province, Turkey. The study data were collected with a semi-structured interview form. Content analysis and continuous comparative data analysis were employed. The participants stated that the discussion of current issues in the classroom would lead to positive outcomes such as the development of student empathy, instruction of tolerance for different ideas, development of the problem-solving skills, sensibility, and communication skills, and negative outcomes such as problems in peer relations, behavioral disorders, negative reactions, and conflict. It was determined that classroom teachers mostly discussed controversial issues such as Covid 19, environmental pollution and natural disasters, and the student-initiated discussions on Covid 19 and natural disasters in the classroom. About 20% of the participating primary school teachers stated that the level of proficiency of their colleagues was low in the instruction of current events.

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Section: The Aim Of the Studymentioning

confidence: 99%

“…Because students often tend to imitate the behavior of their parents when citing the news. Exchange of ideas about news would increase familial interaction (Vezirog˘lu, 2022).…”

Section: The Aim Of the Studymentioning

confidence: 99%

The Views of Classroom Teachers on the Instruction of Current Issues

Deniz,

İzci

2023

SAGE Open

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“…Different studies on education and media exist in the literature (Altun, 2010;Avşar, 2013;Bayer & Bulut Özek, 2021;Bendhaj, 2023;Bulger, 2023;Dolanbay, 2022;Fernandes et al, 2022;Gupta et al, 2023;Asrak Hasdemir, 2012;Kıran, 2020;Yao, 2019). Social studies textbooks have been analyzed concerning values education approaches (Ersoy & Şahin, 2012), values (Kuş et al, 2013), cultural values and ideology (Pandhiani et al, 2016), conscious consumerism (Dere & Aktaşlı, 2019), global issues (Dere & Uçar, 2020), skills (Altay, 2020), personalities (Batmaz, 2022;Osmanoğlu & Cantemür, 2020), current events (Öztürk & Veziroğlu, 2020), power and ideology (Wangdu, 2020), society and knowledge (Hansen & Puustinen, 2021), religion (Zhao, 2020), empathy (Kan & Tebiş, 2022), citizenship values and skills (Gökçınar, 2022), disadvantaged groups (Demirezen & Kaya, 2023) and geographical elements (Ersoy & Ayaydın, 2023). However, no large-scale research has examined social studies textbooks through a media lens.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Middle School Social Studies Textbooks with a Focus on Media Themes

ERSOY

2023

Sosyal Bilimler Ve Eğitim Dergisi

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This study analyzes middle school social studies textbooks regarding media coverage. Document analysis was the preferred methodology of data collection. The data was gathered from 5th, 6th, and 7th grade middle school textbooks, identified via random sampling. The Media Concept and Related Concepts Textbook Review Form, developed by the researcher, was utilized during the data collection process. Researcher triangulation was applied during the analysis phase. The media-related textbook content was encapsulated within the following five themes: Media elements, media effects, media functions, media literacy, and media ethics. Findings for the media elements were categorized into media development, media tools, media types, media institutions, and media workers. Another major theme emerging from the analysis of the textbook content was media effects, which contained both positive and negative dimensions related to the impacts of media. Media functions constituted another media content theme emerging from the textbook analysis. This theme encompassed the media functions of transmission, speed, and ease of processing, communication and communication tools, education, and digital content. The media literacy theme encompassed findings categorized into thematic concepts, basic skills, and consciousness-raising. The final main theme emerging from the textbook analysis was media ethics. This theme included findings associated with controllable and regulable activities and ethical rights.

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“…The subject that comes closest to the topic of this research is "the use of current events in Social Studies education", and only three articles have been found in the literature focusing on this subject: Taşkın and Memişoğlu (2019), Öztürk and Veziroğlu (2020) and Çelik and Yıldırım (2021). These studies evaluate the usage degrees of contemporary issues in social studies textbooks with regard to class levels and learning areas.…”

Section: Introductionmentioning

confidence: 99%

The Examination of the Use of Media Content in Turkey’s Social Studies Textbooks in Light of UNESCO’s MIL’s Curriculum

Sensekerci¹

2022

IES

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This study aims to analyse the media excerpts found in the officially approved textbooks for the social studies course in Turkey from the perspective of the thematic areas included in UNESCO MIL’s [Media and Information Literacy] Curriculum. In the study, the descriptive analysis method was applied and the data were collected using document analysis. In order to determine whether the examined media excerpts contribute to the UNESCO’s MIL Curriculum achievements defined for these thematic areas, 11 research questions were prepared. In the first stage of the study, a checklist was prepared based on an examination of the UNESCO MIL’s Curriculum. In the second stage, the textbooks to be analysed were selected by the convenience sampling method, taking into account the textbook production policy carried out under the authority of the Ministry of National Education. The study, which examined 6 different textbooks approved for the 5th, 6th and 7th grades of secondary school, revealed that although the media excerpts are sufficient in number, they fail to reflect the diversity in the national and/or regional media. Moreover, these media excerpts are utilised primarily for the specific purposes of the course, and, naturally, they do not make a significant contribution to media literacy education. In conclusion, the reviewed media excerpts hardly meet the criteria for the thematic areas upon which UNESCO MIL’s Curriculum is based. Within the context of the findings and conclusions of the study, a set of recommendations has been shared with people and institutions operating in the fields of social studies textbooks and media literacy.

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Sosyal Bilgiler Ders Kitaplarında Güncel Olayların Kullanım Durumu

Cited by 6 publications

References 10 publications

The Views of Classroom Teachers on the Instruction of Current Issues

The Views of Classroom Teachers on the Instruction of Current Issues

An Analysis of Middle School Social Studies Textbooks with a Focus on Media Themes

The Examination of the Use of Media Content in Turkey’s Social Studies Textbooks in Light of UNESCO’s MIL’s Curriculum

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