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Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study is to find out social studies teachers’ opinions about the use of out-of-school learning environments for their lessons. Since the social studies curriculum stipulates that out-of-school teaching environments should be given importance and utilized in accordance with the intended learning outcomes, the social studies teachers in this study were asked which out-of-school teaching environments they use and how they teach the lessons in such environments, as well as their opinions on the possible contributions of out-of-school teaching environments, the problems experienced in such environments, and their suggestions in this respect. Conducted with a basic qualitative research design, this study involved a study sample consisting of 10 social studies teachers who were working in schools located in Palandöken and Yakutiye Districts of Erzurum, and affiliated to the Provincial Directorate of National Education in the 2022/23 academic year. Research data were collected with semi-structured interview questions prepared by the researcher and analysed with a content analysis. In general, depending on the available data, it was concluded that 6 of the social studies teachers made use of out-of-school teaching environments in their lessons, while 4 of them did not. In this context, historical landmarks, museums and cinemas appeared to be the most common out-of-school teaching environments. Some other data further indicated that, in fact, all teachers participating in the study stated that out-of-school teaching environments make great contributions to the learning process as well as providing concrete and permanent learning, whereas some respondents expressed their negative views due to the difficulty of controlling students and the challenge of security-related problems.

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the attitudes and opinions of pre-service social studies teachers regarding astronomy education. Astronomy education, which deals with topics such as supernovae, asteroids, black holes, solar system and space, is considered important in understanding the situations encountered in daily life and having an idea. The research, which was designed according to the survey method, was conducted in the 2023-2024 academic year. Quantitative data were obtained according to the "Astronomy Attitude Scale (ATS)" adapted by Türk ve Kalkan (2017), and qualitative data were obtained with the "Interview Form" developed by the researcher. Independent t-test and One Way ANOVA were used to analyze quantitative data. Content analysis was used to analyze qualitative data. Among the variables of the study, it was determined that grade level, gender, academic grade point average, whether or not to follow scientific publications, and the settlement unit lived in before starting university did not affect the attitudes of pre-service social studies teachers towards astronomy education. According to the qualitative findings, it was determined that they summarized that space and planets come to mind when astronomy education is mentioned, social studies courses are related to astronomy, pre-service social studies teachers do not have enough knowledge about astronomy, they need to know astronomy-related topics, the values and skills in the social studies curriculum can be gained through astronomy education, and astronomy science should be included as a separate course in the social studies teaching undergraduate program. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu araştırmanın amacı, bireyi bir bütün olarak kabul ederek yetişkinlerin biliş, duyuş ve davranış boyutlarını kapsayan tarihsel empati eğilimlerini belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Dört farklı çalışma grubu kullanılan bu ölçek geliştirme çalışmasında, her bir grup, amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemiyle belirlenmiştir. Çalışma grubu ise Türkiye’nin farklı illerinde yaşayan toplam 1132 yetişkin bireyden oluşmuştur. Çalışma grubu açımlayıcı faktör analizleri (AFA) için 322, doğrulayıcı faktör analizi için (DFA) 381, ölçeğin ölçüt-bağıntılı geçerlik çalışmaları için 356 yetişkin bireyden oluşmaktadır. Ayrıca test-tekrar test güvenirlik için çalışma grubu ise Marmara bölgesindeki bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 73 bireyden oluşmaktadır. Açımlayıcı faktör analizi sonucunda toplam varyansın %57.25’ini açıklayan “biliş”, “duyuş” ve “davranış” olmak üzere üç alt faktörden oluşan 16 maddelik bir ölçme aracı elde edilmiştir. Ölçeğin tamamı için hesaplanan iç tutarlılık güvenirlik katsayısının .88; birinci faktör için .85, ikinci faktör için .82 ve üçüncü faktör için ise .80 olduğu tespit edilmiştir. Ölçeğin test-tekrar test güvenirlik katsayısının .77, birinci faktör için .72, ikinci faktör için .73 ve üçüncü faktör için .70; alt ölçeklerin madde-toplam korelasyonlarının .48 ile .62 arasında değiştiği ve %27'lik alt-üst grupların ortalamaları arasındaki tüm farkların anlamlı olduğu belirlenmiştir. Sonuç olarak yetişkin bireylerin tarihsel empati eğilim düzeylerini tespit etmek için geliştirilen “Tarihsel Empati Ölçeği-Yetişkin Formu” ölçek geliştirme çalışmalarının psikometrik ölçütlerini iyi derecede karşıladığından geçerli ve güvenilir bir ölçek olduğu saptanmıştır. Empati kavramının kuramsal yapısıyla da uyumlu olduğu görülen ölçek; bilişsel, davranışsal ve duyuşsal olmak üzere üç boyuttan oluşmaktadır. Geliştirilen bu ölçek ile yetişkin bireylerin tarihsel empati eğilimlerini belirlemeye veya ilgili kavramlarla açıklamaya yönelik ilişkisel çalışmalar yapılabilir.

In this study 4th grade students' the level of understanding and misconceptions of the basic concepts in the social studies course curriculum was investigated. The study, which was carried out in the fall semester of the 2022-2023 academic year, was implemented with the primary school students in the province of Malatya. The participant group identified by the criterion sampling method consisted of 40 (22 girls, 18 boys) 4th grade students. The study was methodically designed in the surveymodel. Among the semi-structured questions consisting of 16 short-answer and open-ended questions, the concepts of identity, rights, citizenship, chronology, national sovereignty, national struggle, museum, culture, empathy, respect, responsibility, map, sketch, human geography, natural disaster and geographical features are available. Descriptive analysis technique was used in the analysis of the data. In compliance with the findings, it was concluded that the majority of the 4th grade students answered the related concepts at the level of comprehension and limited comprehension and that the statements were mostly generated by taking into account the examples acquired in the lesson and from daily life. The students mostly generated their misconceptions around the abstract and less convenient concepts such as human geography and geographical features. [ABSTRACT FROM AUTHOR]

Copyright of BUGU Journal of Language & Education / BUGU Dil ve Eğitim Dergisi is the property of BUGU Journal of Language & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Öğretim programlarında öğrenci gelişimini bütüncül bir şekilde ele almayı ve öğrenmelerin transferini sağlayan kaynaşıklık, Türkiye’de henüz yeterince incelenmemiştir. Bu çalışmada 2018 Sosyal Bilgiler dersi öğretim programlarının (SBDÖP) yatay ve dikey kaynaşıklık açısından çözümlenmesi amaçlanmıştır. Doküman analizi türündeki çalışmada, ilgili alanyazından yararlanılarak oluşturulan ve uzman görüşleriyle iyileştirilen kılavuz sorular kullanılmıştır. Bulgular, SBDÖP’nin yatay kaynaşıklık açısından (disiplinlerarası özellik gösterme, aynı sınıf düzeyindeki diğer derslerle ilişkilendirme ve bütünleşme) başarılı olamadığını göstermektedir. Programda disiplinlerarası olma özelliğinin kısmen karşılandığı, diğer derslerle ilişkilerin belirli kazanım/öğrenme alanlarıyla sınırlı kaldığı belirlenmiştir. Dikey kaynaşıklıkta, farklı sınıf düzeylerinde tekrar (devam) eden kazanım, beceri, değer, öğrenme-öğretme ve ölçme değerlendirme yaklaşımı bulunmadığından, sürekliliğin zayıf olduğu ortaya çıkmıştır. Ayrıca sınıf seviyesi ilerledikçe üst düzey düşünme becerilerine doğru (çözümleme, yaratma, değerlendirme) ilerleme görülememiş tüm sınıflarda alt düzey bilişsel becerilere odaklanıldığı ortaya çıkmıştır. Kademeler arası kaynaşıklıkta, ilkokuldan ortaokula doğru gidildikçe öğrenme/öğretme yaklaşımında süreklilik sağlanmasa da kavram, beceri ve değerler arasında tutarlılık olduğu görülmüştür. Sonuç olarak, SBDÖP yatay ve dikey kaynaşıklık açısından güçlendirilmelidir.

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the effects of Information Communication Technologies and traditional teaching methods on students' academic achievement scores in Social Studies teaching. For this purpose, the quantitative data of the research conducted in the field were analyzed by metaanalysis method and the results obtained were interpreted. The study was conducted on quantitative data from 47 graduate thesis. Within the scope of the study, it was calculated as E ++ = 1.062 according to the effects model. The effect is interpreted as broadly. According to the random effects model, it was concluded that the p-value was less than 0.05 and a significant difference was reached. It has been concluded that Study and Information Communication Technologies are more effective on students' academic achievement than traditional ones and have a positive and broad impact on Information Communication Technologies and achievement. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu eylem araştırmasında “Yedinci sınıf sosyal bilgiler dersinde öğrencilerde zaman ve kronolojiyi algılama becerisini geliştirmek için yapılan uygulamalarda neler oldu, plan nasıl işledi?” sorusuna cevap aranmıştır. Araştırmada, öğrencilerin zaman ve kronolojiyi algılama becerilerinin geliştirilmesinde, çeşitli etkinlikler uygulanmasının ve sınıfta çoklu ortam kullanılmasının etkili olup olmadığı incelenmiştir ve etkili uygulamalar tanımlanmıştır. Sosyal bilgiler öğretmeni olan birinci yazar, öğrencilerinde zaman ve kronolojiyi algılama becerisini geliştirmek amacıyla gerçekleştirmiş olduğu uygulamaları sistematik ve düzenli bir şekilde gözlemiştir. Böylelikle öğretim uygulamalarını geliştirmeyi amaçlamıştır. Araştırma birinci yazarının görevli olduğu okulda yedinci sınıfa devam eden 21 öğrenci ile gerçekleştirilmiştir. Araştırmada öğrencilerin zaman ve kronolojiyi algılama becerilerini geliştirmek amacıyla bir eylem planı hazırlanmıştır. Yapılan literatür taraması sonucunda zaman ve kronoloji algılama becerisinin geliştirilmesinde çeşitli etkinliklerin (zaman şeritleri, rol oynama, tarihsel empati, kavram haritaları, kavram karikatürleri) uygulanabileceği ve çoklu ortam (Powerpoint sunuları, videolar) kullanılabileceği sonucuna ulaşılmıştır. Bu sonuca göre hazırlanan ve uygulanan eylem planı bu etkinlikleri ve çoklu ortam kullanılmasını içermektedir. Araştırmada veriler başarı testi ve araştırma günlüğü ile toplanmıştır. Başarı testi ön test ve son test uygulamasından elde edilen puanların betimsel istatistikleri hesaplanmış ve iki testin puan ortalamaları bağımlı gruplar t testiyle analiz edilmiştir. Araştırma günlüğünden elde edilen verilerin analizinde “tümevarım analizi” kullanılmıştır. Araştırmada öğrencilere zaman ve kronolojiyi algılama becerisinin kazandırılmasında; zaman şeridinin etkili bir araç olduğu, rol oynamanın etkili bir yöntem olduğu ve gerçekleştirilen uygulamaların genel olarak işe yaradığı sonucuna ulaşılmıştır.

Bu çalışmanın amacı, karekod uygulaması ile desteklenen sosyal bilgiler öğretimine uygulama örneği sunmak ve bu uygulamaya ilişkin öğretmen ve öğrenci görüşlerini belirlemektir. Uygulama, Giresun ilinde bulunan bir ilkokulda 4. sınıf düzeyindeki 2 şubenin 41 öğrencisi ve 2 sınıf öğretmeninin katılımıyla gerçekleştirilmiştir. Araştırma durum çalışması yöntemine uygun olarak tasarlanmış, 2 hafta boyunca uygulanmıştır. Araştırmada “su tasarrufu” konusunda karekod uygulanmıştır. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış öğrenci görüşme formu ve yapılandırılmamış öğretmen görüşme formu kullanılmıştır. Veriler içerik analizine tabi tutularak bulgular oluştulmuştur. Araştırmada öğrenci ve öğretmen görüşlerinden elde edilen sonuçlar, karekod uygulaması ile desteklenen sosyal bilgiler öğretiminin bilişsel ve duyuşsal davranışların gelişimine katkı sağladığına işaret etmektedir. Öğrencilerin karekod uygulamasını sıklıkla kullanmadıkları, kullanım alanı olarak genellikle akıllı tahtayı ifade ettikleri ortaya çıkmıştır. Sonuç olarak karekod uygulaması ile desteklenen etkinliklerin sosyal bilgiler dersinde farklı sınıf düzeyinde ve diğer konuların öğretiminde kullanılması önerilmektedir.

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine the activities on "Environmental Problems" in the 5th grade social studies textbooks in the direction of interdisciplinary teaching approach. Document review method was used in the research. The obtained data were analyzed through content analysis. The data were obtained by examining the 5th grade social studies textbooks that are coded A1 and A2. In both books, 16 activities on environmental problems were identified in total. The ratio of activities to all the activities in the books was determined as 9.01% in the A1 coded textbook and 3.54% in the A2 coded textbook. It has been determined that these activities are related to Turkish, Science, Information Technologies and Software courses. Activities on "environmental problems" were associated with a total of sixteen different Turkish, six Science, one Information Technologies and Software courses. The ratio of acquisitions that is detected to be associated with "environmental problems"-related activities in all acquisitions in that course is varied between 1-11%. It has been concluded that the activities on "Environmental Problems" in the social studies textbooks are insufficient in regard to interdisciplinary approaches within the scope of the fifth grade compulsory courses (except for foreign language). [ABSTRACT FROM AUTHOR]

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is thought that movies about social sciences will have a positive effect on understanding the interdisciplinary logic of social studies and to learning the disciplines that make up social studies in detail. The aim of the research is to reveal how movies related to social studies disciplines contribute to social studies teaching. In addition, it has been tried to reveal the place of movies in teaching values and skills in social studies. For this purpose, films in the fields of history, psychology, sociology, social psychology, geography, law, philosophy, archaeology, anthropology, and economics, which are among the disciplines that make up social studies, were discussed, watched, evaluated, interpreted, and their relationship with social studies disciplines and social studies were investigated. Case study, one of the qualitative research methods, was used in the research. The study group of the research consisted of 14 pre-service teachers studying at Muş Alparslan University, Education Faculty, Department of Social Studies, and the research was carried out for 10 weeks in the 2020-2021 Spring Term. The data were obtained with a structured interview form and assayed with content analysis. In the research, the findings were obtained that cinema is important and effective in teaching social studies, provides permanent learning of information, makes the lesson fun and interesting, provides different perspectives and interpretation power, and provides in-depth learning. In addition, it has been concluded that cinema contributes to obtaining information about the disciplines that make up social studies, to comprehend social studies within the framework of interdisciplinary logic, to learn information in depth, and to positively affect skill and value teaching in social studies. In the research, suggestions such as giving more place to teaching with cinema in Social Studies Curriculum and social studies textbooks, making use of cinema in teaching values and skills in social studies were included. In addition, suggestions were made such as preparing examples of activities related to benefiting from cinema in social studies, enabling educators to benefit from these activities, purchasing the copyrights of the films to be used in social studies teaching and presenting these films to the service of educators. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aimed to determine social studies teachers' views on the skill of using evidence, the study employed the phenomenology design, one of the qualitative research designs. The study group consisted of a total of 20 social studies teachers, 9 female and 11 male, who were working in the city center of Elazig city center during the spring semester of the 2019-2020 academic year. The study group was determined on a voluntary basis using convenience sampling, which is one of the purposeful sampling strategies. The study data were collected by interview technique using a semi-structured interview form, and the data were analyzed with the content analysis method. According to the study results, social studies teachers referred to the skill of using evidence as the ability to use resources and stated that using evidence may affect the development of skills such as analysis, reasoning, research, critical thinking, and historical empathy. The study revealed that teachers made use of different methods and techniques and used various types of evidence for students to gain this skill. While making students gain the skill of using evidence, teachers experienced some problems such as the evidence not being appropriate to the student level, inability to access evidence, permission, and cost. Teachers expressed that in order for students to gain the skill of using evidence effectively it is important to make the student active, to prefer more audio-visual evidence, to consider the level of student development, and to use different methods and techniques more. Based on these results, attention should be paid to ensure that the chosen evidence is appropriate for the student level and the student should be active. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Higher Education & Science / Yüksekögretim ve Bilim Dergisi is the property of Zonguldak Bulent Ecevit Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu çalışmada öğretmen görüşleri doğrultusunda tarihi dizi ve filmlerin sosyal bilgiler dersine yansımalarının neler olduğunu belirlemek amaç edinilmiştir. Çalışma nitel araştırma desenlerinden durum çalışmasına uygun olarak yürütülmüştür. Çalışma grubu devlet okullarında görev yapan 10 sosyal bilgiler öğretmeninden oluşmaktadır. Katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemine göre belirlenmiştir. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve elde edilen veriler NVivo 10. programı kullanılarak analiz edilmiştir. Katılımcılara göre tarihi dizi ve filimler sosyal bilgiler dersinde öğrencilerin bilişsel hazırbulunuşluluk düzeyini artırmakta, derste öğrenilen bilgilerin öğrencilerin zihinlerinde somutlaşmasına ve zaman ve kronolojiyi algılama becerilerinin gelişmesine katkı sunmaktadır. Ancak katılımcılara göre bazı tarihi dizi ve filimler, öğrencilerin bazı tarihi bilgileri hatalı öğrenmesine ve yanlış tarih algısının oluşması neden olmaktadır. Ayrıca katılımcılara göre bazı dizi ve filmlerde yer alan müstehcen veya şiddet içerikli sahneler öğrencilere kötü örnek teşkil etmektedir.

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Integrated education is aimed at gathering the content provided from different fields of science in a single lesson and presenting it to the students. The field of activity of integrated education has expanded since the early twentieth century. And over time, various forms of its have been developed by different educators. One of these educators, Susan Margaret Drake, has developed three main patterns that include different approaches of integrated education. These are multi-disciplinary (disciplinary approach, fusion approach, serviceoriented learning approach, learning centers-parallel disciplines approach and thematic units approach), interdisciplinary and transdisciplinary (project-based learning approach and program discussion approach) patterns. Social Studies, which is an integrated education lesson, aims to teach by combining the information it provides from social science fields. Three different approaches have been used in the teaching of diciplines that provide the content of Social Studies from past to present. These are disciplinary (1924, 1926, 1930, 1932, 1936 and 1948 curriculums), multi-disciplinary (1968 curriculum and a part of 1998 curriculum) and interdisciplinary (1998 curriculum partially, 2005 and 2018 curriculums completely)). In the literature review, no studies have been found in which Drake's fusion approach in integrated education within the scope of Social Studies lesson. It is assumed that this research will overcome this shortcoming in the literature and will be a source for subsequent similar studies. This research was done with document analysis from qualitative research patterns. In the research, a Social Studies lesson unit was created according to Drake's integrated education patterns. The unit, which includes 4 achievements in the context of 5 topics, was first presented to the opinion of 3 field experts and its suitability was confirmed formally and contextually for the Social Studies lesson. In the next stage, it was evaluated within the scope of the issues in the 2018 Social Studies Curriculum. [ABSTRACT FROM AUTHOR]

Öğrenciyi “küçük birer tarihçi” olarak kabul edip, tarihçi becerilerini kazandırmayı amaçlayan çağdaş tarih öğretimi, sözlü tarih gibi tarihyazımına özgü yöntemleri, pedagojik amaçlarla yeniden kurgulayarak tarih derslerine uyarlar. Bu yöntemlerin başında ise bireysel öykülerin tarih ve sosyal bilgiler derslerine taşınmasını amaçlayan sözlü tarih yöntemi gelmektedir. Bu çalışmanın amacı, sözlü tarih yönteminin 4. sınıf düzeyinde etkililiğini değerlendirmektir. Bu amaçla nitel araştırma desenlerinden eylem araştırmasından yararlanılmıştır. Araştırmanın çalışma grubunu Tokat ili Sulusaray ilçesinde bir devlet okulunda 2016-2017 eğitim öğretim yılında 4. sınıfa devam eden 5 kız 5 erkek toplam 10 öğrenci oluşturmaktadır. Bir etkinlik olarak sözlü tarih yönteminin önerildiği 4. Sınıf Sosyal Bilgiler Öğretim Programı’nda yer alan “Geçmişimi Öğreniyorum” ünitesinin “Geçmişin İpuçları” adlı konusu, sözlü tarih yöntemi çerçevesinde yeniden tasarlanarak, çalışma grubu üzerinde uygulama gerçekleştirilmiştir. Uygulama sonrasında katılımcıların sözlü tarih yöntemine ilişkin görüşlerinin belirlenmesinde açık uçlu sorulardan yararlanılmış, elde edilen veriler, betimsel analiz ve içerik analizine tabi tutulmuştur. Araştırma sonunda sözlü tarihin, öğrenciler tarafından ilgi gören bir öğretim yöntemi olmakla birlikte onların iletişim becerilerinin yanı sıra değişim ve sürekliliği algılama becerilerinin gelişiminde de önemli bir araç olduğu, dolayısıyla 4. sınıf düzeyinde etkili bir şekilde uygulanabildiği sonucuna ulaşılmıştır.

Öz. Bu çalışma altıncı sınıf sosyal bilgiler öğretim programını yeniden kavramsallaştırmacılık bakış açısıyla neoliberalizm ideolojisi bağlamında politik bir metin olarak incelemeyi amaçlamaktadır. Bu amaç doğrultusunda altıncı sınıf sosyal bilgiler ders kitabı (SBDK), öğrenci çalışma kitabı (ÖÇK) ve öğretmen kılavuz kitabı (ÖKK) veri kaynağı olarak kullanılmıştır. Çalışmada yöntem olarak doküman analizi yöntemi kullanılmıştır. Verilerin analizi sürecinde ise içerik analizi ve eleştirel söylem analizi yöntemleri kullanılmıştır. İçerik analizi yönteminden temalar ve alt temaların oluşturulması aşamasında; eleştirel söylem analizinden ise veri kaynaklarından elde edilen bulguların yorumlanması aşamasında faydalanılmıştır. Söz konusu veri kaynakları ve literatür incelenerek neoliberalizme ilişkin girişimcilik; hak, sorumluluk ve özgürlükler; şirket dili temalarına ulaşılmıştır. Temalara ilişkin alt temalar oluşturularak frekans değerleri çıkarılmıştır. Neoliberalizm ideolojisi ile ilgili girişimcilik; hak, sorumluluk ve özgürlükler; şirket dili temaları bağlamında elde edilen bulgulara göre Sosyal Bilgiler Dersi (SBD) öğretim programının önemli ölçüde neoliberalizm ideolojisinden etkilendiği sonucuna ulaşılmıştır. Araştırmacılar yeniden kavramsallaştırmacılık akımının programı anlama türlerinden tarihsel bir metin, toplumsal cinsiyet, fenomenolojik olarak eğitim programını anlama gibi farklı eğitim programını anlama tarzları üzerine çalışabilirler.

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Yaratici Drama Dergisi is the property of Yaratici Drama Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is being lived in an era in which behavioural and ethic understanding transform and groundbreaking novelties take place in science and culture. Especially the incredible change and development occuring in the last century of humanity and world's turning into a global village have either transformed present concept and understanding or completely abolished them. One of the concept being changed and debated on is the phenomenon of citizenship. With the abolishment of citizenship defined by geographical and political borders through globalisation, internet's penetration into almost all walks of daily life, smart phones' wide range use even by 4-5 years old have carried citienship into a digital dimension at the age called tecnology. Within this concept that the people who follow the newsworthy developments and can use them actively maintain the responsible behaviours which a conscious citizen should carry out in a digital environment in the same way, to do's and not to do's have created the concept of digital citizenship. It can be said that social studies is the best educational program to provide students with digital citizenship concept in current education system. As digital citizenship phenomenon has qualitative aspect a qualitative method has been adopted in this study. In order to form detailed information about digital citizenship, national and international literatures have been reviewed by using document examination method. In addition contenct analysis has been utilised to find out topics in 2018 social studies class books and curriculum that can help to create " a digital citizenship". Taking this into consideration our purpose is to evaluate social studies education program's learning areas and contents which was updated and reconstructed in 2018. In terms of digital citizenship and it's subdimension to slow its proficiency to create digital citizenship. As a result of the study, it has been established that digital citizenship and its sub dimensions are not represented at a satisfactory level in terms of learning outcomes in 2008 Social Studies Curriculum and it has been founded that they are irregular with regard to the distribution of the topics regarding grades and areas of learning. [ABSTRACT FROM AUTHOR]

Outdoor history teaching is about teaching relevant historical topics to students in appropriate places outside school. It helps us to make history classes more entertaining and educative rather than a monotonous experience. History topics covered in social studies lesson of the middle school level are usually found abstract by students which results in poor learning. In this context, one of the ways to provide students with an effective history learning experience could be thorugh outdoors history teaching. This research attempts to find out the opinions of social studies teachers about outdoors history teaching. An “Opinion Form” is used to collect data. The data was obtained from 26 Social

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, effectiveness of using interactive infographic on academic achievement in social studies teaching is being researched. Participants of the study, which was used as a pretest-posttest control group quasi-experimental design, consisted of 42 6th grade students in two different class in a secondary school located in Akdağmadeni District of Yozgat province. Groups were assigned by simple random sampling method which is one of the random sampling methods. One of the classes was determined as the experimental group and the other as the control group. While determining the experimental and control groups for the application, the availability of the classes, the readiness levels of the students and their educational status were taken into consideration. The achievement test used by the research was developed by the researchers and the item difficulty and discrimination indices of the developed test were calculated with ITEMAN 3.0 software. In the analysis of the data collected in the study, IBM SPSS 22.0 package program was used. The independent samples t-test and repeated measures for twoway analysis of variance were used for analyzing the datum. Significance of research data was evaluated at 0.05 significance level. According to the results obtained from the research, it is seen that the use of interactive infographic in social studies teaching has a positive effect on academic achievement, social studies teachers and social studies teacher candidates should be informed about the preparation of interactive infographics, different studies should be done about the use of interactive infographics in different subjects and their contribution to the teaching process in teaching social studies lesson. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)