The Case Study as a Method of Solving Pupil Difficulties in the Social Studies

1931 ◽  
Vol 22 (3) ◽  
pp. 118-121
Author(s):  
W. G. Kimmel
Keyword(s):  
Social Studies ◽  
The Social

scholarly journals Social Studies Course from the Perspective of Parents -The Istanbul-Sultanbeyli Case

2019 ◽  
Vol 9 (4) ◽  
pp. 73
Author(s):  
Kenan Baş ◽  
Esen Durmuş
Keyword(s):  
Social Studies ◽  
Cultural Values ◽  
Structured Interview ◽  
Study Data ◽  
Spring Semester ◽  
The Social ◽  
National Flag ◽  
Kemal Ataturk ◽  
Academic Year

The aim of this study is to identify the perspectives of parents on the "Social Studies" course. The case study design,one of the qualitative research methods, was used in accordance with the nature of the study. Data related to the studywere obtained through a semi-structured interview form prepared by the researchers. The data of the study wereobtained from the parents of students attending 5th, 6th and 7th grade of a state secondary school located in theIstanbul-Sultanbeyli district in the spring semester of 2017 and 2018 academic year. The data obtained were analyzedby content analysis. According to the data obtained from the research, the following results were obtained: Themajority of the parents apparently linked the concept of Social Studies to the concepts of History, Geography,Citizenship and Socialization. Parents thought that the subjects related to History, Geography, Citizenship Rights,Culture, Democracy, Human Rights and the life of Mustafa Kemal Atatürk were taught in the Social Studies course.Nevertheless, it was seen that the parents wished to see the concepts such as Love of Motherland, Nation, Communityand National Flag, Etiquette, Cultural Values, Freedom, Democracy, Equality to be taught in the Social Studies courses.While the parents mostly compared the Social Studies courses with such organs as the Brain, Kidney, Heart, Eye,Stomach and Intestine, they considered it as appropriate to place this course in the last places in terms of importance. Inaddition, it was found that majority of the parents did not want their children to become social studies teachers in thefuture.

scholarly journals Understanding the Social Studies Curricula in Turkey as a Political Text Within the Context of Citizenship Education: Views of Academics and Teachers

2021 ◽  
Vol 14 (6) ◽  
pp. 34
Author(s):  
Fadıl Şiraz ◽  
Erdal Bay
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Political Influence ◽  
Political Factors ◽  
Curriculum Structure ◽  
Content Analysis Method ◽  
The Social ◽  
Political Effect ◽  
Political Dimensions

This study attempted to understand the curricula in conveying the state’s own understanding to individuals, according to the reconceptualization approach. As content, the social studies curricula (SSC), with the assumption that political influence would be seen most in these curricula, were examined. This study aims understanding the social studies curricula as a political text within the context of citizenship education in order to see how politics affect these curricula. To determine what political factors affected SSCs in which way, the opinions of academics and teachers were examined regarding curricula from 1998, 2005 and 2018, prepared during different government periods in Turkey. It was tried to determine how the changes in SSCs were defined in political/non-political dimensions, explanation and definition, the criticism, reasons and recommendation regarding these changes. This study was designed as a case study, one of the qualitative methods. Data analysis was done by content analysis method. It was determined that the changes in social studies curricula in 1998, 2005 and 2018 were affected by different political reasons and that there were some prominent ideological elements in all 3 curricula. As a result, it was determined that political effect on SSCs prepared in different government periods and can be seen radical changes were made in terms of curriculum structure and content from 1998 to 2005 and that the SSC of 2018 is similar to that of 2005 in terms of structure.

scholarly journals DEVELOPING A GEO-GAME APPLICATION FOR GLOBAL CONNECTIONS IN SOCIAL STUDIES TEACHING: GEZGİN CASE

2021 ◽  
Vol 10 (1) ◽  
pp. 36-55
Author(s):  
ZEKERİYA FATİH İNEÇ
Keyword(s):  
Social Studies ◽  
Developmental Process ◽  
Study Approach ◽  
The Social ◽  
Global Connections ◽  
Large Platform ◽  
Citizenship Skills ◽  
High Level ◽  
Learning Area

This study investigated the developmental process of a dynamic geo-game, Gezgin, which was developed by the researcher based on the Four-Component Instructional Design (4C/ID) Model, and its benefits in the acquisitions, values and skills of the Global Connections learning area of the social studies curriculum applied in Turkey. It also determined Gezgin’s reflecting acquisitions, values, and skills, as well associal studies education experts’ opinions about Gezgin. A case study approach was adopted and five experts participated. The data collection lasted for approximately fourteen months due to the development process of Gezgin. Most of this process coincided with the COVID-19 pandemic period. The data were descriptively analysed and the experts’ evaluations were subjected to content analysis. Findings indicated that Gezgin mostly reflected the acquisitions, values, and skills of Global Connections learning area and could support the curriculum as a studying environment, create various experiences, materialise theoretical knowledge, and that it co uld be tested on students. It was also understood that values, primarily, and skills and acquisitions, subsequently, were mostly supported. Although the results of the study revealed similarities with the results of other studies in scientific literature, it differed from them as a large platform where the acquisitions, values, and skills of a learning field were reflected. The results indicated that geo-games should be used to support other learning areas, develop high-level skills, and create a level of awareness in accordance with spatial citizenship skills.

scholarly journals Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss

2021 ◽  
Vol 10 (6) ◽  
pp. 44
Author(s):  
Elif Akay
Keyword(s):  
Hearing Loss ◽  
Social Studies ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Study Data ◽  
The Social ◽  
Products Analysis ◽  
Loss Experience ◽  
High Level

Educational settings adopt an active participatory learning process in which students with and without hearing loss are guided towards knowledge through questions. Questions are believed to improve critical, creative and high-level thinking skills. This research is a case study aimed at identifying and suggesting some solutions to the problems that students with hearing loss experience in understanding and answering the types of questions asked in a Social Studies course. Eight students with hearing loss participated in the study. Data were collected through observations, interviews, documents, research logs and process products. Analysis of the data suggests that students with hearing loss are able to answer some cognitive memory questions as well as those that call for convergent thinking, divergent thinking and evaluative thinking skills in the Social Studies Course while requiring the instructor to simplify and materialize the question and encourage the students to interact with the group for some others.

scholarly journals An Exploratory Case Study of Citizenship Education in the Social Studies Curriculum of the Solomon Islands

2021 ◽  
Author(s):  
◽  
Billy Fito'o
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
Citizenship Education ◽  
Solomon Islands ◽  
Case Study Research ◽  
Social Studies Curriculum ◽  
Reform Agenda ◽  
Exploratory Case Study ◽  
The Social

<p>This exploratory case study stems from the belief that teaching appropriate values to develop good and active citizens will improve the chaotic situation of the Solomon Islands. However, while this intention seems commendable, little thought has been given to the nature of Citizenship Education needed in a Solomon Islands context. A concern therefore, is that the curriculum reform agenda will ignore or marginalise the conceptualisation and contextual understanding of Citizenship Education to the extent that the Social Studies curriculum might not end up reflecting a contextually balanced approach to citizenship. In substantiating the concern, this case study research explores the perspectives of education stakeholders in the Solomon Islands on Citizenship Education in the Social Studies curriculum. The study examines the knowledge, values, and skills of Citizenship Education that are relevant and contextual to Solomon Islands. It investigates more fully the linkages between the Social Studies curriculum and Citizenship Education. The study scrutinises the conceptualisations of Citizenship Education in a Solomon Islands context and their implications on the curriculum. The research also explores the extent to which the Social Studies curriculum educates students about themselves, their diverse neighbours, and how to live as good and active citizens in a complex and dynamic national social environment. Using a case study involving 21 Solomon Islands participants (education officials, teachers and students), the study recommends the inclusion of contextually relevant values of rights and responsibilities, moral and social values, national identity and social cohesion in the Social Studies curriculum. Recommendations for further research are also offered.</p>

scholarly journals Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey

2019 ◽  
Vol 7 (4) ◽  
pp. 115
Author(s):  
Ali Altıkulaç ◽  
Alper Yontar
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Global Citizenship ◽  
Basic Research ◽  
The Other ◽  
Data Sets ◽  
The Social ◽  
The Us ◽  
Social Studies Teacher

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

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