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Journals / Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi / 2026 / Cilt: 15 Sayı: 3

Social studies teachers’ feedback experiences: A phenomenological study

Sosyal bilgiler öğretmenlerinin geri bildirim deneyimleri: Fenomenolojik bir inceleme

M. Talha Özalp(NEVSEHIR HACI BEKTAS VELI UNIVERSITY)0000-0002-8564-7254
Selahattin Kaymakcı(KASTAMONU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-5905-9902
Pages
1606–1623
Publication Date
2025-09-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Findings indicate that teachers predominantly defined feedback in terms of response, correction, and reinforcement, revealing notable conceptual ambiguities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to explore social studies teachers’ experiences regarding the use of feedback in social studies education.
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Key Findings & Data:The study group consists of 18 social studies teachers with varying levels of professional seniority, working across Turkey’s seven geographical regions.
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Conclusion & Impact:Findings indicate that teachers predominantly defined feedback in terms of response, correction, and reinforcement, revealing notable conceptual ambiguities.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Sosyal Bilgiler · Öğretmen · Geri Bildirim

Abstract

This study aims to explore social studies teachers’ experiences regarding the use of feedback in social studies education. The research was designed in line with the phenomenological approach, qualitative research designs. The study group consists of 18 social studies teachers with varying levels of professional seniority, working across Turkey’s seven geographical regions. Data were collected through semi-structured interviews and analyzed using content analysis. Findings indicate that teachers predominantly defined feedback in terms of response, correction, and reinforcement, revealing notable conceptual ambiguities. Most participants had not received any formal training on feedback, although they expressed a desire to do so. Teachers most frequently used positive and corrective types of feedback and perceived effective feedback as timely and tailored to individual students. Challenges identified included time constraints, overcrowded classrooms, and a limited student engagement. This study makes a unique contribution by examining social studies teachers’ feedback experiences from a multidimensional perspective and raising awareness of teachers’ classroom practices.

Özet

Bu araştırmanın amacı, sosyal bilgiler öğretmenlerinin sosyal bilgiler eğitiminde geri bildirim kullanımına ilişkin deneyimlerini ortaya koymaktır. Araştırma, nitel araştırma desenlerinden fenomenoloji doğrultusunda hazırlanmıştır. Çalışma grubunu Türkiye’nin yedi coğrafi bölgesinde farklı kıdemlere sahip 18 sosyal bilgiler öğretmeni oluşturmaktadır. Veriler, yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analizi tekniği ile çözümlenmiştir. Araştırma bulgularına göre öğretmenlerin geri bildirim kavramına ilişkin tanımları büyük ölçüde dönüt, düzeltme ve pekiştirme odaklı olup kavramsal karışıklıklar içermektedir. Katılımcıların büyük çoğunluğunun geri bildirim konusunda eğitim almadığı, buna karşın bu alanda eğitim alma isteği taşıdığı görülmüştür. Öğretmenlerin en çok olumlu ve düzeltici geri bildirim türlerini kullandığı, etkili geri bildirimi ise anlık ve öğrenciye göre yapılan bildirimler olarak algıladıkları tespit edilmiştir. Geri bildirim sürecinde zaman yetersizliği, kalabalık sınıflar ve öğrenci ilgisizliği gibi güçlüklerle karşılaşıldığı belirlenmiştir. Araştırma, sosyal bilgiler öğretmenlerinin geri bildirime ilişkin deneyimlerini çok boyutlu olarak incelemesi ve öğretmen uygulamalarına ilişkin farkındalık yaratması açısından özgün bir katkı sunmaktadır.

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Cite This Article

Özalp, M. T., Kaymakcı, S. (2025). Social studies teachers’ feedback experiences: A phenomenological study. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, Cilt: 15 Sayı: 3, 1606–1623. https://doi.org/10.30783/nevsosbilen.1724454

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