Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Tartişmali Konular Ve Öğreti̇mi̇ne Yöneli̇k Görüşleri̇

Abstract

The aim of the study is to examine the opinions of social studies teacher candidates about teaching controversial subjects. The phenomenology (fenemonoji) pattern, which is one of the qualitative research methods, was used in the study. The study group of the research; It consists of 38 teacher candidates studying at the 4th grade level. Teacher candidates were determined by criterion sampling method. The data were collected with a semi-structured interview form by the researcher from 4th grade teacher candidates.The analysis of the research was done with the descriptive analysis technique. Appropriate categories were created depending on the opinions of the teacher candidates. The same procedures were carried out by two field experts. The categories created by the researchers were compared and the percentages of agreement were calculated. The agreement percentage was found to be 90.80 in total. Opinions are presented in table form. Direct quotations are given under the tables and they are discussed with researches. According to the results of the research, the concept of controversial issues by social studies teacher candidates; Although most often defined as relative issues, controversial issues; It was stated that it has the characteristic of having diversity of opinion and it is important in terms of gaining skills. According to social studies teacher candidates, the most controversial subject is economics. During the teaching of controversial topics, it is necessary to pay attention to the issue of regular and impartial discussion management. The lack of discussion culture (etiquette) in the teaching of controversial issues was seen as a problem. When the statements of the pre-service teachers are examined, it is seen that "creating a democratic environment" is the most common solution to the problems experienced in teaching controversial subjects.

The Study on Competencies of Prospective Teachers of Social Studies to Use Controversial Issues in Teaching

“…However, the reservations of teachers and trainee teachers to include controversial issues in the teaching environment are often reported in the literature. The studies (Aynuz and Memişoğlu, 2022;Hess, 2004;Günal and Kaya, 2016;Oulton et al, 2004;Yazıcı and Seçgin, 2010;Soley, 1996) indicate that teachers avoid including controversial issues due to the following reasons: the examination-oriented training system, lack of time, the reactions of the family, society and managers, the manners and customs of the environment, the concerns regarding investigation by the competent authorities, the students' taking the discussion to other aspects than what is desired, their exaggeration and taking the discussion outside the classroom, accountability to the administrators, and the fear of losing their jobs. Interestingly, teachers' concerns about their own teaching skills, such as inability to manage the discussion and lack of knowledge about the controversial issues, remain in the background.…”

“…Interestingly, teachers' concerns about their own teaching skills, such as inability to manage the discussion and lack of knowledge about the controversial issues, remain in the background. It is quite remarkable that even the teachers and prospective teachers who apply to the current teaching curricula (Aynuz and Memişoğlu, 2022;Günal and Kaya, 2016) express similar concerns. As is known, the use of current, controversial, and socio-scientific issues in the classes is emphasised much more with the revisions in the curriculum in 2005 and thereafter.…”

“…These results overlap with the studies in the literature regarding controversial issues considered necessary to be included in the teaching environments. For instance, in the study carried out by Aynuz and Memişoğlu (2022), the topics which are considered most controversial by the prospective teachers are listed as the economy, Armenian issue, training system, rights and freedoms, media, Ottoman Empire and the Sultans. In the study by Çopur (2015) carried out with social studies teachers, it was concluded that natural disasters, democracy, environmental pollution, unplanned urbanisation, traffic, brain drain, violence, TV broadcasts, freedom of the press and multiculturalism are the topics that are mostly requested to be included in the classroom environments.…”

“…In the literature, there are studies conducted with prospective social studies teachers regarding the teaching of controversial issues (e.g. Aynuz & Memişoğlu, 2022;Baloğlu Uğurlu & Doğan, 2016;Çepni & Geçit, 2020;Ersoy, 2010Ersoy, , 2013Sarı, 2019). As mentioned before, the studies mostly include attitudes and opinions towards the teaching of controversial isues.…”

Eği̇ti̇mde Tartişmali Konularin Seçi̇mi̇nde Kri̇ter Sorununun Felsefi̇ Temeli̇

“…Yine aynı şekilde bu araştırmaların teorik içeriğinin daha çok normatif bir dille oluşturulduğu, tartışmalı konuların eğitimsel değeri üzerinde durulduğu görülmektedir. Bu çalışmalarda tartışmalı konuların öğretilmesinin eğitimsel değeri açısından önemine yönelik gerekçelendirmelerde öğrencilerin politik katılım düzeylerini, eleştirel düşünme ve sorgulama becerilerini geliştirmesi gibi açılardan katkıda bulunduğu dile getirilmektedir (Aynuz ve Memişoğlu, 2022;Kaya ve Günal, 2016;Yılmaz, 2012). Fakat unutulmamalıdır ki bu eğitimsel değerlerin ortaya çıkmasının ilk adımı, ele alınacak konunun ne şekilde ve nasıl sınıflandırıldığıdır.…”