ORTAOKULLARDA SOSYAL BİLGİLER ÖĞRETİMİNİN ÖĞRETMEN GÖRÜŞLERİNE GÖRE İNCELENMESİ

AN INVESTIGATION OF SOCIAL STUDIES TEACHING AT SECONDARY SCHOOLS ACCORDING TO THE OPINIONS OF TEACHERS

Özet

Bu araştırmanın amacı, 12 yıllık zorunlu eğitim ile gerçekleştirilen sosyal bilgiler öğretimine ilişkin, sosyal bilgiler öğretmenlerinin görüş ve değerlendirmelerinin ortaya konulmasıdır. Çalışmanın diğer bir amacı ise eğitim sisteminde uygulanan 12 yıllık zorunlu eğitim yapılanması ile beraber sosyal bilgiler öğretiminde modelin oluşturmuş olduğu etkilerin çoklu değerlendirilmesinin yapılmasıdır. Araştırmada, nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma araştırma modeline (mixed method) uygun hareket edilmiştir. Karma modellerden de açıklayıcı desen kullanılmıştır. Araştırmanın, nicel aşamasında tarama modeli esas alınmış olup araştırma tarama modellerinden genel tarama modeline tasarlanmıştır. Nitel çalışmada ise yine araştırmalarda çok yaygın olarak kullanılan durum çalışması yöntemi kullanılmıştır. Nitel araştırma yöntemleri içerisinde yer alan durum çalışması, örnek olay çalışması olarak da bilinir. Nicel araştırma evrenini 2013-2014 yılları arasında Niğde'de bulunan tüm sosyal bilgiler öğretmenleri oluşturmaktadır. Ölçek uygulanan sosyal bilgiler öğretmenlerinden 214'ü araştırmaya dâhil edilmiştir. Nitel araştırmada ise yine Niğde sınırları içinde 20 sosyal bilgiler öğretmeni ile görüşme yapılmıştır. Çalışmada veri toplama amacıyla öğretmenler için yarıyapılandırılmış görüşme formu ve ölçek araştırmacının kendisi tarafından geliştirilmiştir. Nicel veriler SPSS programıyla, nitel veriler ise içerik ve betimsel olarak analiz edilmiştir. Nicel ve nitel araştırmalar farklı değişkenler açısından incelenmiş olup bunlara ait bulgular araştırma içerisinde yer verilmiştir. Çalışma sonucunda alt boyutlardan branşlaşma, sosyal etkileşim ve 7. ders saati incelenmiş olup, öğretmenlerin genel olarak sosyal etkileşime ve 5. sınıf sosyal söylenebilirken, sosyal bilgiler dersinin 7. ders saatinde işlenmesine olumsuz baktıkları genel olarak söylenebilir. bilgiler dersindeki branşlaşmaya olumlu baktıkları

Abstract

The aim of this study is to present the views and evaluations of Social Studies teachers in terms of teaching Social Studies within 12- year compulsory education. As a result of 12-year compulsory education, another aim of the study is to have the multiple evaluation of the effects of model in Social Studies teaching. During the study, mixed method which applies both quantitative and qualitative research methods is followed. Explanatory design among the mixed methods is applied. Survey model is based on the quantitative stage and it is convenient to general survey model. Situation study method is commonly applied at qualitative research method. Situation study is also known as case study at qualitative research method. The population of quantitative research consists of all Social Studies teachers who are in Niğde between 2013-2014. 214 of teachers who are applied to the scale are included into the research. At the qualitative research 20 Social Studies teachers are interviewed. On the purpose of data collection, for teachers, semi-structured interview form and scale are developed by the researcher. Quantitative data is analyzed by SPSS programme, qualitative data is analyzed as its content and descriptive. Quantitative data were analyzed by SPSS program. Accordingly with this it seems that items are divided in to three dimensions. First item was called as branching since it includes issues regarding effects over student and teachers because of reason that branch teachers have given education for 5th class instead of classroom teachers as result of 12 year compulsory education. In 2nd item there is interaction between 5 th class students and parents with social studies teachers which had started to develop as result of 12 year compulsory education. 3rd dimension was called as 7th course hour since daily course hours have increased with 12 year compulsory education and effects of social studies course over students and teachers when it is given at 7th hour. Quantitative researches were examined with respect to different variables and findings regarding with this are presented within study. Sub dimensions such as branching, social interaction and 7th course hour were examined as result of study and it can be said that teachers generally consider social interaction and branching at 5th class social studies lesson positively by they consider giving social studies course at 7th hour negatively. Ortaokullarda Sosyal Bilgiler Öğretiminin Öğretmen Görüşlerine Göre İncelenmesi 261 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 Results which were obtained based on research finding and interpretation were given in this section. 1. When we examine descriptive statistics regarding with sub dimensions of scale, it can be said that teachers consider branching in social studies teaching which was realized with 12 year compulsory education as the most positive dimension, they consider social interaction as positive dimension and they consider social studies courses which were instructed in 7. course hour as negative. It was determined that increase in course hours of 5th class caused spiritual and mental problem in students according to opinions of teachers and managers (222 people) which were obtained in study carried out by Durmuşçelebi and Bilgili (2014) with title “New (12 year) Educational System, Faced Problems and Examination of Some Examples around the world. This study supports the negative consideration of teachers about social studies lesson which were instructed in 7th course hour. 2. When relationship between sun dimensions of scale and teacher’s gender are examined it was determined that female teachers have more positive opinion about branching in social studies course in 5th class with respect to male teachers and this difference was found as significant. Briefly it seems that there is significant difference between branch average score and total score of male and female teaches in favor of female teachers. When we consider second sub dimension it can be observed that female teachers reported more positive opinion about social interaction with respect to male teaches but this difference was not found to be significant. When we examine third sub dimension it was found that male and female teachers have almost same opinion and there is not significant difference between them. When we examine scale total scores, it is observed that there is significant difference between ideas of male and female teachers. When average scores are observed, it is observed that significant difference has occurred out of countenance of male teachers. When the qualitative data are analyzed, we can say that female teachers look more positive to branching compared to male teachers in quantitative data as well as in qualitative data, female teachers are more positive in terms of social interaction compared to male teachers and when we evaluate in terms of 7th course hour, we can say that the opinions of both male and female teachers are negative. When we examine the qualitative data, it can be said that the quantitative findings are in the nature of supporting qualitative data. 3. When scale sub dimensions are examined with respect to teacher’s ages, it was observed that there is not significant in teacher’s opinions based on branching, social interaction and 7. course hour sub dimensions and score total point with respect to When quantitative findings are examined, it is observed that social studies teachers at ages of 20- 30, 31- 40, 41 and more are generally think positive about branching. When we examine social interaction sub dimension with respect to age interval, it can be observed that teachers at ages of 20-30, age of 40 262 Muzaffer ÇATAK Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 and more ages, age of 31-40 have average result close to each o