1,720,975 research outputs found
The evaluation of social studies curriculum attainments’ suitability for 7th grade student
Full text linkBir öğretim programındaki aksaklık ve eksikliklerin belirlenmesinde yapılacak iş programın
değerlendirilmesidir. Bir öğretim programının en önemli öğesi ise kazanımlardır. Bu araştırmanın amacı
2004 İlköğretim 7. sınıf sosyal bilgiler öğretim programının genel hedefler de dâhil olmak üzere
kazanımlarının (özel hedefler) ön-son test sonuçlarına ve öğretmen görüşlerine göre yerindeliğinin,
etkililiğinin değerlendirilmesidir. Öğrenciler için deneysel araştırma türleri içinde yer aldığı kabul edilen öndeneysel (pre-experimental) araştırma türü kapsamındaki Tek grup öntest ve sontest yöntemi kullanılmıştır.
İlköğretim sosyal bilgiler 7.sınıf programının (SBÖP) ikinci yarıyıl kazanımlarını değerlendirmek için,
araştırmacı tarafından geliştirilen geçerlik ve güvenirlik çalışması yapılmış bir başarı testi öğrencilere ön test
ve son test olarak uygulanmış ve “t” değeri istatistiksel olarak manidar bulunmuştur. Buna göre kazanımların
kısmen gerçekleştiği söylenebilir. Bazıları hariç genel olarak kazanımların yerinde olduğu sonucuna
ulaşılmıştır. Öte yandan özellikle süreç odaklı program geliştirme yaklaşımlarında öğretmen görüşleri
vazgeçilmez bir önem taşımaktadır. Bu çalışmada ilgi çekici veriler ve programcılara önemli dönütler
sağladığı düşünülen öğretmen görüşleri ise beşli likert tipinde geliştirilen, KMO değeri .90 , Barttlet testi
sonucu 2432.066; Cronbach Alpha katsayısı .93 olan 26 maddeden ve dört alt boyuttan oluşan öğretmen
görüşleri ölçeğiyle tespit edilmiş, yorumlanmıştır. Her iki veri kaynağından elde edilen bulgulara göre de
öneriler geliştirilmiştir.There is need the assessment of curricula to determine its mistakes and flaws. The attainments are the
most important element of a curriculum. The present study aims to evaluate attainments of 7th grade social
studies curriculum in terms of their suitability and efficiency according to pre-test and teacher views. The
One Group Pre-Test Post-Test Design, one of the experimental research, was employed for students.
Developed by researcher reliability and validity studies conducted, the average difficulty of .55 ; KR- 20
reliability coefficient of .90, which is an achievement test as applied to the students pre-test and final test and
the "t" value was found significant to Primary Grade 7 social studies program (SSP) to assess the attainments
of the second semester. Accordingly, it can be said that the attainments are partly realized. With the
exception of some others, it has generally been reached that the attainments. On the other hand especially
given the importance of process-oriented approach to program development and the data of this study,
Teachers’ perceptions were assessed through teacher perception scale which has .90 KMO, 2432.066 Barlett
Test, .93 internal consistency coefficient, 26 items, and four sub-dimension. Findings of the research were
discussed and interpreted through findings based on the two instruments
Hermenötik döngüsel tarihi bir zihniyet okuması: Mustafa Kemal Atatürk
Full text linkBu çalışmanın amacı Mustafa Kemal Atatürk’ün bir bilgi sosyolojisi terimi olarak
‘zihniyet’ yapısını; neden olduğu somut tarihi, toplumsal ve siyasi gelişmeler ışığında ve
sosyal bilimlerin bazı kavramsal ölçütleriyle bütünlüklü bir okumaya tabi tutmaktır.
Yöntem olarak tarihsel araştırma ve Gadamerci Hermenötik Döngüsel Analiz
kullanılmıştır. Atatürk’ün tefekküründe millet devlet için değil, devlet millet içindir.
Atatürk’ün felsefesinde yaygın kanının aksine asıl olan devlet değil millettir ve millet
nihai amaçtır ve sosyolojik bir aşamadır. Üstelik milli mücadeleyi başlatan ve yürüten
kadronun sivil niteliği de gözlerden kaçan önemli bir husustur. Onun sivil siyaset
felsefesi ile çoğulcu eğitim felsefesi yakından ilişkilidir. Atatürk’ün millet sevgisi
boğucu, hegemonik ve sahip olmaya dayalı değil, özgürleştirici, bireysel ve milli
karakteri besleyici, üretken bir bilgelik sevgisine philo-sophia (felsefe)’ya
dayanmaktadır. Düşünce şekilleriyle, toplum şekilleri arasında kaçınılmaz bir ilişki
gören Atatürk sosyolojik terminolojiyle Türk milletinin “bilgiler sistemini”
değiştirmiştir. Eşsiz bir eğitimci, hatta saygın eğitim bilimcilerce bir eğitim bilimci olarak
kabul gören Atatürk zihniyet değişimiyle içine girilecek uygar dünyaya doğru bir tavır
almıştır. Bu hedef yolunda Atatürk’ün eğitim felsefesi ve eğitim politikalarının çağdaşı
diğer devlet adamlarınınkinden oldukça farklı olarak totaliter olmadığı, demokrasiyi
“ülke aşkı” olarak niteleyerek milli egemenlik (cumhuriyet), demokrasi ve bütün
vatandaşların eşit siyasal haklarını tanımayı vatanı için sorumluluk alan aktif bir
vatanseverliğin gereği saydığı gibi önemli sonuçlara ulaşılmıştır.Aim of the present is to completely investigate mind structure of Ataturk as sociological
term. This investigation was conducted in the light of historical, social and political
developments. Gadamerist Hermeneutic Analytic Circle was used. According to this
Ataturk’s contemplation nation is not for state, state is for nation. Contrary to the
prevalent opinion, in Ataturk’s philosophical approach, nation is essential not state,
nation is final aim and sociological stage. Moreover, it has been missed that staff who is
launching national independence war and founding the state is civilian. His civil
political philosophy is closely related to the philosophy of pluralistic education.
Ataturk’s love of nation is not suffocating, hegemonic and based on possession, it is
empowering, individualistic, and feeding national character, producing, and philosophia (philosophy) notion. Having seen an inevitable relationship between ways of
thinking and forms of society, Atatürk changed the Turkish nation's information system
as a sociological terminology. Atatürk, who was recognized as a unique educator or a
well-known educator by educational scientists, showed a stance against the civilized
world with his change of mind in his country. On this target, Atatürk's educational
philosophy and education policies not totalitarian were quite different from those of
other statesmen who were contemporary. Describing democracy as a love of the country,
Atatürk considered the necessity of active patriotism which took responsibility for his
homeland to recognize national sovereignty (republic), democracy and equal political
rights of all citizens. These are important results obtained here
Impact of school closure due to COVID-19 on phonemic awareness of first-grade primary school children
Full text linkThe purpose of the present research was to disclose the impact of school closures due COVID-19 on phonemic awareness of first-grade primary school students. The research sample comprised two cohorts. Cohort-1 consisted of 59 first-grade primary school students, while there were 193 students in Cohort-2. A total of 252 first-grade primary school students were recruited into the research sample. Data were collected with the Phonemic Awareness Test which was specifically designed for the research. Mediation analysis was used for data analysis. Results of the mediation analysis indicated that school closures due to COVID-19 led to significant decreases in phonemic awareness of first-grade primary school students. Results are also discussed along with student-teacher interactions
What happens during teacher-student ınteraction in the first year of primary school? A new explanation
Full text linkThe present research aims to develop a theory on teacher–student interaction in the first year of primary school period. The present research was designed in grounded theory research which is one of the qualitative research traditions. A total of 18 primary school children started the first year of primary school. Data were collected through participant observation. Participant observation was launched after all necessary ethical permissions were taken from local education authority, the participant children, their teacher, and parents. Data were analyzed through constant comparison within three stages as open coding, axial coding, and selective coding. It was reported that the teacher and the first graders mutually developed strategies and there were several circumstances in the interaction that nested behavioral problem
Global Citizenship in Technology Age from the Perspective of Social Sciences
No full textAbstractTechnological changes are considered as a significant factor for the development of societies. This change has led to society's going beyond in addition to pervasion of value judgments pertaining to cultural, political and especially economic aspects and formation of internationally shared and valid structures. The development of technology, world's being smaller and increasing of its population rises the mutual dependency of us with the people whom we may never see in life. In this process, which also affects the educational systems, “Global Citizenship” comes to the fore in accordance with these developments as a model dealing with the problems of not only his own nation but also those of the whole humanity.In this study, which was carried out in literature review model, global citizen development ability of Social Sciences Instructional Programs through new communication media like social networks within the context of the relation between technology and society will be analyzed
Moral identity test (MIT) for children: reliability and validity
Full text linkAbstract Background The purpose of the present study is to develop the Moral Identity Test (MIT) which measures the moral identity of primary school children. Methods The present study was designed as survey research and 516 primary school children were included in the sample. Data were analysed with corrected item-total correlation, exploratory factor analysis (EFA), internal consistency analysis, convergent validity analysis, and item response theory (IRT). Results As a result of the data analysis, it was found that the MIT consists of one construct with ten items and its internal consistency coefficient is .93. Conclusions It was concluded that the MIT can generate reliable and valid results in measuring the moral identity of primary school children whose ages vary between 7 and 11 years
Development of visual-spatial ability test (VSAT) for primary school children: ıts reliability and validity
No full textThe purpose of the present research is to develop a visual-spatial ability test (VSAT) for primary school children. Visual-spatial abilities allow processing of information about an object in terms of shape, colour, texture, perspective, and rotation. The visual-spatial test includes items-tasks for the participants to process information about texture, colour, shape and perspective. A total of 196 primary school children participated in the research. The data were analysed through Rasch analysis and item-response theory. Findings proved that VSAT yields reliable and valid results for assessing the visual-spatial ability of primary school children
New scaling of theory of mind tasks: Where can the intentional aspect be scaled?
No full textThe purpose of the research is to develop a new theory of mind tasks, test its reliability and validity, and scale the intentional aspect of theory of mind. The study was designed as survey research, one of the quantitative research traditions. One hundred and fifty-eight children whose age ranged between 4 and 10 years were included in the research sample through quota sampling. Data were dichotomous so Rasch analysis was used to analyse the data. As result of Rasch analysis, it was found that the separation index is 7; reliability coefficient is 98; and the battery of the theory of mind task has robust model fit based on RMSE, infit mean-square and outfit mean-square. Difficulty analysis indicated that false belief tasks and real vs. disclosed intention are the hardest tasks, while diverse desires, implicit false beliefs, and diverse beliefs are the easiest tasks in the battery
The opinions of prospective social studies teachers about their acquırement of "benevolence value" with communıty servıce practices
Full text linkBu araştırmada sosyal bilgiler öğretmen adaylarının topluma hizmet uygulamaları ile “yardımseverlik değeri”
kazanmaları hakkındaki görüşlerinin saptanması amaçlanmıştır. Bu çalışmada 2016-2017 güz dönemi Topluma Hizmet
Uygulaması dersinde bir görme engellinin kullandığı sesli versiyonu mevcut olmayan ders kitabını sesli hale getiren 13
Sosyal bilgiler öğretmen adayının yardımseverlik değerine ilişkin görüşlerinde meydana gelen değişmeler tespit
edilmeye çalışılmıştır. Çalışmada nitel araştırma modeli kullanılmış, çalışma nitel araştırmanın olgu bilim türüne göre
desenlenmiştir. Amaçlı örnekleme yöntemlerinden Tipik Durum Örneklemesi kullanılmıştır. Neticede değerlerin
duyuşsal alana hitap ederek içselleştirilmesine ve somut uygulamalarla davranış haline getirilmesinde Topluma
Hizmet Uygulamalarının büyük öneme sahip olduğu sonucuna varılmıştırIn this study has been tried to determine the opinions of prospective social studies teachers on their
acquirements about the benevolence value. In this study it has been tried to determine the changes of the opinions
about benevolence value of 13 pre service social studies teachers that They made a soundbook for a blind student who
hasn’t got a voice version of its. The qualitative research model was used in this study. The study patterned according
to phenomenology. The Typical Case Sample, one of the purposeful sampling methods, is used. Finally it has been
resulted that the Community Service Practices is very important to internalization and behaviour modification for
values
A socıal- psychologıcal approach to the educatıon of values: the functıonalıty of normatıve socıal ınfluences and ınformatıonal socıal ınfluences
Full text linkSocial psychology is a field which can improve perfect
contributions to the " socialization" target of, in general sense eduation
of values and particularly social studies education, and materializes
this especially with its conduct composition, Exchange theory, and
experiments, detailed analyses related with decision skills which
compose the essence of social studies, group phobia, pattern
judgments, prejudice judgments, prejudices, racism and every kind of
group Dynamics with its centenary experience. Social science tutors
who want to train active citizens with democratic and liberal minds
have to try to cause students gain skills for making irrational decisions
under ambituous conditions with the help of social psychology theories
and evidences, or more precisely they have to teach them independent
rational decision skills which enable them keeping values at the centre
instead of appreciating- obeying or socially adapt oneself without
questioning to social groups of others, incontrovertible leaders, social
groups where belongigness- identities are exaggerated. It can be
mentioned that currently the decision- value relation has been
neglected in teaching social studies which is the most important field of
decision making skills. Taking advantage of theoretical approaches in
the literature related with changing conducts while composing values,
correct conducts and attitudes of students has to be materialized as
well as controlling and developing theories on the Turkish society with
empirical researches. Though when the occurrence of a turkish
sociology is possible; we’ll have the occasion to direct conduct changes
proper to the psychological structures of the Turks as the possessors of
a communitarian culture, and transform these changes to democracy
education and direct them to value targets. This study transfers
changes and influence values educations to the centre which can be
caused by “ informational social influences” – which cause authentic
cognitive and conductive changes- in the education of social science
instead of” normative social influence” which causes a temporary and
superficial compliance, rather than an authentic cognitive and
conductive change. It discusses the topic in accordance with classic
experimental researches and new researches.Sosyal psikoloji özellikle tutum oluşumu ve değişimi kuramları ve deneyleriyle, sosyal bilgilerin kalbini teşkil eden karar verme becerilerine kalıpyargılar, önyargılar, ayrımcılık ve her türlü grup dinamikleri hakkındaki bir asrı geçen birikimiyle genelde değerler eğitimin ve özelde de sosyal bilgiler eğitiminin "sosyalleştirme" hedefine mükemmel katkılarda bulunabilecek bir bilim dalıdır. Etkin, demokratik ve hür düşünceli vatandaşlar yetiştirmek isteyen sosyal bilgiler eğitimcileri öğrencilere, sosyal psikolojinin kuram ve bulgularının yardımıyla, belirsizlik durumlarında irrasyonel kararlar vermek veya daha doğrusu başkalarının, tartışılmaz önderlerin, aidiyetin-kimliklerin abartıldığı sosyal grupların, kliklerin kararlarını sorgulamadan benimsemek-itaat etmek veya sosyal uyma yerine; değerleri merkezde tutan bağımsızrasyonel kararlar alabilme becerilerini kazandırmaya çalışmalıdırlar. Günümüzde, karar verme becerilerinde en önemli saha olan sosyal bilgiler öğretiminde karar-değer ilişkisinin ihmal edildiği söylenebilir. Öğrencilerde oluşturulmasında tutum değiştirmeye yönelik literatürdeki kuramsal yaklaşımlardan faydalanmak gerektiği gibi görgül araştırmalarla kuramları Türk toplumu üzerinde kontrol etme ve geliştirme yollarına gidilmelidir. Zira bir Türk sosyolojisi mümkünse; toplulukçu bir kültürün sahipleri olarak Türklerin sosyal psikolojik yapılarına uygun tutum değiştirme ve bu değiştirmeleri demokrasi eğitimi ve değer hedefleri doğrultusunda yönlendirme imkânına sahip olacağız demektir. Bu çalışmada gerçek bir bilişsel ve davranışsal değişimden ziyade geçici ve yüzeysel bir baş eğme yaratan "normatif sosyal etki" yerine, gerçek bir bilişsel, tutumsal ve davranışsal değişime neden olan "bilgisel sosyal etki"nin sosyal bilgiler eğitiminde yaratabileceği değişimler ve etkiler değerler eğitimi merkeze alınarak mevcut alanyazın, klasik deneysel çalışmalar ve yeni araştırmalar ışığında tartışmaya açılmaktadı
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