SavedAdd your journal

Journals / ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD / 2025 / Cilt: 15 Sayı: ISRIS 2025 Özel Sayı

Educating teachers from inside the notebook: Creative practices in social studies

Defterin içinden öğretmen yetiştirmek: Sosyal bilgilerde yaratıcı uygulamalar

Erhan Yaylak(ORDU ÜNİVERSİTESİ)0000-0003-4612-3041
Pages
701–721
Publication Date
2025-07-31
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

The findings indicate that the use of interactive notebooks contributed to the development of various pedagogical skills, such as lesson planning, creativity, self-assessment, and a student-centered teaching approach.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to explore the experiences of pre-service social studies teachers regarding the use of interactive notebooks and to reveal how this process contributes to the development of their teaching skills.
📊
Key Findings & Data:The study group consisted of 17 pre-service teachers enrolled in the social studies teacher education program at a public university.
💡
Conclusion & Impact:The findings indicate that the use of interactive notebooks contributed to the development of various pedagogical skills, such as lesson planning, creativity, self-assessment, and a student-centered teaching approach.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Etkileşimli defter · sosyal bilgiler eğitimi · öğretmen eğitimi

Abstract

The aim of this study is to explore the experiences of pre-service social studies teachers regarding the use of interactive notebooks and to reveal how this process contributes to the development of their teaching skills. Interactive notebooks are learning tools that promote active participation in the learning process, both cognitively and affectively, while supporting thinking, reflection, and creative production. The study was conducted using a qualitative case study design. The study group consisted of 17 pre-service teachers enrolled in the social studies teacher education program at a public university. Data were collected through semi-structured interviews and documents obtained from the participants' notebooks and were analyzed using content analysis. The findings indicate that the use of interactive notebooks contributed to the development of various pedagogical skills, such as lesson planning, creativity, self-assessment, and a student-centered teaching approach. In addition, participants reported high levels of motivation and a sense of belonging throughout the process. The findings are discussed along with suggestions for the more systematic and widespread use of interactive and creative instructional materials in teacher education.

Özet

Bu araştırmanın amacı, sosyal bilgiler öğretmen adaylarının etkileşimli defter kullanımına ilişkin deneyimlerini ve bu sürecin öğretmenlik becerilerinin gelişimine katkısını ortaya koymaktır. Etkileşimli defterler, öğrencilerin hem bilişsel hem de duyuşsal yönden sürece aktif katılımını sağlayan, düşünme, yansıtma ve yaratıcı üretim süreçlerini destekleyen öğrenme araçlarıdır. Araştırma, nitel araştırma desenlerinden durum çalışması yöntemiyle gerçekleştirilmiştir. Çalışma grubunu, bir devlet üniversitesinin sosyal bilgiler öğretmenliği lisans programında öğrenim gören 17 öğretmen adayı oluşturmaktadır. Veriler, yarı yapılandırılmış görüşmeler ve katılımcıların defterlerinden elde edilen dokümanlar aracılığıyla toplanmış ve içerik analizi yöntemiyle çözümlenmiştir. Bulgular, etkileşimli defter kullanımının öğretmen adaylarının ders planlama, yaratıcılık, öz değerlendirme ve öğrenci merkezli öğretim anlayışı gibi birçok pedagojik beceriyi geliştirmelerine katkı sağladığını göstermektedir. Ayrıca adayların sürece yönelik yüksek düzeyde motivasyon ve aidiyet hissettikleri görülmüştür. Araştırma bulguları, öğretmen eğitiminde etkileşimli ve yaratıcı öğretim materyallerinin daha yaygın ve sistematik şekilde kullanılmasına yönelik önerilerle tartışılmıştır.

🔖

Cite This Article

Yaylak, E. (2025). Educating teachers from inside the notebook: Creative practices in social studies. ODÜ SOSYAL BİLİMLER ARAŞTIRMALARI DERGİSİ-ODÜSOBİAD, Cilt: 15 Sayı: ISRIS 2025 Özel Sayı, 701–721. https://doi.org/10.48146/odusobiad.1731311

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (68)

  1. Ahrari, S., Othman, J., Hassan, Md. S., Samah, B. A., & D’Silva, J. L. (2013). Role of social studies for pre-service teachers in citizenship education. International Education Studies, 6(12), 1–6. https://doi.org/10.5539/ies.v6n12p1
  2. Aykaç, N. (2011). Teachers’ views on the use of visuals in elementary social studies instruction. Educational Sciences: Theory & Practice, 11(1), 233–251.
  3. Aydın, F., & Ünal, H. (2020). The use of interactive notebooks in teacher education. Education and Science, 45(203), 123–145.
  4. Azizah, N., Supriatna, N., & Sundawa, D. (2023). Project of ecobricks in social studies for the environment-caring character of students. Jurnal Paedagogy, 10(4), 955–962. https://doi.org/10.33394/jp.v10i4.9013
  5. Beaudry, C. (2015). Community connections: Integrating community-based field experiences to support teacher education for diversity. Educational Considerations, 43(1), 9–17. https://doi.org/10.4148/0146-9282.1033
  6. Blake, R. W. (Ed.). (2005). Science notebooks: Tools for student success. National Science Teachers Association (NSTA) Press.
  7. Buehl, D. (2011). Classroom strategies for interactive learning (4th ed.). International Reading Association.
  8. Çalışkan, H., & Ünal, F. (2021). Preservice teachers’ opinions on the use of interactive notebooks. Journal of Research in Education and Instruction, 10(3), 44–61.
  9. Çolak, K., & Demircioğlu, İ. H. (2010). The effect of the creative drama method on student achievement in social studies education. The Journal of International Social Research, 3(10), 235–242.
  10. Demircioğlu, İ. H. (2016). Teaching history in social studies. Pegem Academy.
  11. Grant, S. G., & Gradwell, J. M. (2010). Teaching history with big ideas: Cases of ambitious teachers. Rowman & Littlefield.
  12. Karaman, P., & Sertkaya, H. (2022). The effect of interactive notebook use on preservice teachers' curriculum literacy. Theory and Practice in Education, 18(1), 33–54.
  13. Öztürk, C., & Dilek, D. (2005). Teaching life sciences and social studies. Pegem A Publishing.
  14. Yaylak, E. (2020). A case study on the social studies interactive notebook (SSIN) practices. Education & Science, 45(204), 65–89. https://dx.doi.org/10.15390/EB.2020.8809
  15. Dahlan, M. M., Halim, N. S. A., Kamarudin, N. S., & Ahmad, F. S. Z. (2023). Exploring interactive video learning: Techniques, applications, and pedagogical insights. International Journal of Advanced and Applied Sciences, 10(12), 220–226. https://doi.org/10.21833/ijaas.2023.12.024
  16. Dobrick, A., & Fattal, L. (2018). Exploring exemplars in elementary teacher education. Social Studies Research and Practice, 13(1), 72–83. https://doi.org/10.1108/ssrp-07-2017-0039
  17. Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: History, mathematics, and science in the classroom. National Academies Press. https://doi.org/10.17226/10126
  18. Falk-Ross, F. (2011). Media options: A comparison of preservice teachers’ use of video, audio, and print journaling for reflective reading response. Reflective Practice, 13(1), 27–38. https://doi.org/10.1080/14623943.2011.616883
  19. Fisher, D., & Frey, N. (2013). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD.
  20. Flores, M. A. (2001). Person and context in becoming a new teacher. Journal of Education for Teaching, 27, 135–148. https://doi.org/10.1080/02607470120067882
  21. Fountain, R. (2010). Interactive notebooks: A how-to guide for teachers. Heinemann.
  22. Frey, N., Fisher, D., & Gonzalez, A. (2017). Interactive notebooks: Planning, organizing, and documenting learning, Grades 5–8. Shell Education.
  23. Fulton, L. (2014). Interactive notebooks and graphic organizers for social studies. Shell Education.
  24. Hasni, H., Supriatna, N., Sapriya, S., Winarti, M., & Jumadi, J. (2022). Enhancing higher-order thinking skills through the utilization of technology in social studies. SHS Web of Conferences, 149, 1018. https://doi.org/10.1051/shsconf/202214901018
  25. Innocent, K. (2010). Using interactive e-learning to reach younger nurses. Nursing Critical Care, 5(6), 46–49. https://doi.org/10.1097/01.ccn.0000389046.25619.89
  26. Jaladanki, V. S., & Bhattacharya, K. (2015). Interactive notebook: Arts-based approach to physics instruction. Creative Approaches to Research, 8(2), 32–45.
  27. Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169. https://doi.org/10.3102/00346543062002129
  28. Kalantzis, M., & Cope, B. (2004). Designs for learning. E-Learning and Digital Media, 1(1), 38–62. https://doi.org/10.2304/elea.2004.1.1.7
  29. Kember, D., Leung, D. Y. P., Jones, A., et al. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381–395. https://doi.org/10.1080/026029300449107
  30. Kerr, E. M., Conroy, P. P., & Smagorinsky, P. (2015). The teacher’s craft: Developing a research-based pedagogical practice. Teachers College Press.
  31. Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory Into Practice, 41(2), 71–80. https://doi.org/10.1207/s15430421tip4102_3
  32. Kobayashi, K. (2019). Interactivity: A potential determinant of learning by preparing to teach and teaching. Frontiers in Psychology, 9, Article 2755. https://doi.org/10.3389/fpsyg.2018.02755
  33. Levitt, G., & Grubaugh, S. (2023). Teacher-centered or student-centered teaching methods and student outcomes in secondary schools: Lecture/discussion and project-based learning/inquiry pros and cons. EIKI Journal of Effective Teaching Methods, 1(2), 1–17. https://doi.org/10.59652/jetm.v1i2.16
  34. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry: Establishing trustworthiness. Beverly Hills, CA: Sage.
  35. Marzano, R. J., & Pickering, D. J. (2005). Building academic vocabulary: Teacher’s manual. ASCD.
  36. Martell, C. C., & Stevens, A. H. (2019). Teaching social studies in a diverse classroom. Teachers College Press.
  37. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  38. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
  39. Morrison, J. W., Bryan, J. A., & Chilcoat, G. W. (2002). Interactive notebooks: Integrating writing and science in the elementary classroom. The Reading Teacher, 55(5), 396–405.
  40. Ntshangase, S. Z. (2022). Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom. South African Journal of Education, 42(2), 1–10. https://doi.org/10.15700/saje.v42n2a2095
  41. Opanasenko, N., & Chernenko, H. (2022). The role of interactive teaching methods in shaping the innovative competence of future teachers of primary education institutions. Professional Education Methodology Theory and Technologies, 15, 207–224. https://doi.org/10.31470/2415-3729-2022-15-207-224
  42. Pernantah, P. S., Khadijah, K., Hardian, M., Ibrahim, B., & Khasanah, M. F. (2022). Case study-based learning design in social studies education courses. Indonesian Journal of Social Science Education, 4(2), 95–108. https://doi.org/10.29300/ijsse.v4i2.7562
  43. Piaget, J. (1972). Psychology and pedagogy. Viking Press.
  44. Piaget, J., & Inhelder, B. (1969). The psychology of the child. Basic Books.
  45. Pintel, A. (2016). Interactive notebooks: The ultimate guide to transforming student learning. Routledge.
  46. Price‐Dennis, D., Holmes, K., & Smith, E. E. (2015). Exploring digital literacy practices in an inclusive classroom. The Reading Teacher, 69(2), 195–205. https://doi.org/10.1002/trtr.1398
  47. Rossi, I. V., Lima, J. D., et al. (2020). Active learning tools improve learning outcomes in online courses. bioRxiv. https://doi.org/10.1101/2020.12.22.423922
  48. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  49. Selimi, A., Saračević, M., & Useini, A. (2020). Impact of using digital tools in high school mathematics: A case study in North Macedonia. Universal Journal of Educational Research, 8(8), 3615–3622. https://doi.org/10.13189/ujer.2020.080838
  50. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  51. Speicher, S. (2020). Building community using experiential education with elementary preservice teachers in a social studies methodology course. Journal of Global Education and Research, 5(2), 111–121. https://doi.org/10.5038/2577-509x.5.2.1030
  52. Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 443–466). Sage.
  53. Taş, H., & Minaz, M. B. (2024). The effects of learning style-based differentiated instructional activities on academic achievement and learning retention in the social studies course. SAGE Open, 14(2), 1–13. https://doi.org/10.1177/21582440241249290
  54. Teshaevich, S. F. (2020). Interactive technology in primary education. International Journal on Integrated Education, 3(10), 76–80. https://doi.org/10.31149/ijie.v3i10.687
  55. Tok, Ş. (2008). The effect of active learning strategies on academic achievement and retention. Turkish Journal of Educational Sciences, 6(2), 333–360.
  56. Tok, Ş., & Üstündağ, T. (2022). Experiences of social studies teacher candidates on the use of interactive notebooks. International Journal of Social Studies Education, 4(1), 56–72.
  57. Tuncel, G., & Metin, M. (2018). The effect of using interactive notebooks in social studies education on student achievement. Journal of Educational Sciences Research, 8(2), 67–88.
  58. Ünlü, M. (2018). Teaching practices in social studies based on constructivist approach. Journal of Research in Social Studies Education, 9(1), 93–110.
  59. Van den Bergh, L., Ros, A., & Beijaard, D. (2014). Improving teacher feedback during active learning: Effects of a professional development program. American Educational Research Journal, 51(4), 772–809.
  60. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  61. Wade, R. C. (1995). Developing active citizens: Community service learning in social studies teacher education. The Social Studies, 86(3), 122–128. https://doi.org/10.1080/00377996.1995.9958383
  62. Wang, J., Li, Y., & Chen, G. (2022). Digital tools and technologies in teacher education: Implications for pedagogical innovation and professional development. Journal of Educational Technology Development and Exchange, 15(1), 1–17.
  63. Wilson, E. K., Konopak, B. C., & Readence, J. E. (1994). Preservice teachers in secondary social studies: Examining conceptions and practices. Theory & Research in Social Education, 22(3), 364–389. https://doi.org/10.1080/00933104.1994.10505729
  64. Yaylak, E. (2020). A case study on the social studies interactive notebook (SSIN) practices. Education & Science, 45(204), 65–89. https://doi.org/10.15390/EB.2020.8809
  65. Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in social sciences (11th ed.). Seçkin Publishing.
  66. Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Sage Publications.
  67. Zeichner, K. M. (1987). Preparing reflective teachers: An overview of instructional strategies. International Journal of Educational Research, 11(5), 565–575. https://doi.org/10.1016/0883-0355(87)90016-3
  68. Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates. Zike, D. (2003). Dinah Zike’s big book of social studies foldables. Dinah-Might Adventures.