Inclusion of newspapers in social studies for gifted students: A phenomenological study

2015 ◽  
Author(s):  
Nihat Gürel Kahveci
Keyword(s):  
Social Studies ◽  
Phenomenological Study ◽  
Gifted Students

scholarly journals Investigating Prospective Social Studies Teachers’ Perceptions of European Union through Metaphor Analysis

2017 ◽  
Vol 5 (3) ◽  
pp. 34
Author(s):  
İsmail Hakan Akgün
Keyword(s):  
European Union ◽  
Social Studies ◽  
Teacher Candidates ◽  
Phenomenological Study ◽  
Religious Community ◽  
The European Union ◽  
Metaphor Analysis ◽  
Teachers Perceptions ◽  
Social Studies Teacher ◽  
The Eu

The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and matephor analysis was conducted. At the end of the study, the students developed 168 metaphors about the European Union. The metaphors developed by the students were grouped into 4 categories after coding and extracting phases. The categories were (1) a religious community, (2) a seemingly powerful but decadent formation, (3) a powerful formation and (4) does anything for its own interest. It was determined in the study that the students perceived the EU mostly as a powerful formation (36.14%), followed by a religious community (34.33%), does anything for its own interest (20.48%) and a seemingly powerful but decadent formation (8.43%).

scholarly journals Aesthetics and aesthetic creativity in social studies

2019 ◽  
Vol 9 (3) ◽  
pp. 913-944
Author(s):  
Sevda Dolapçıoğlu ◽  
Burcu Gürkan ◽  
Memet Karakuş
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Emotional Development ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Aesthetic Education ◽  
School Teachers ◽  
Scientific Creativity ◽  
Primary School Teachers ◽  
Content Analysis Method

This study’s aim is to investigate the primary school teachers’ views on the applications of aesthetic and aesthetic creativity in social studies class. It was designed as a phenomenological study as one of the qualitative research methods. The participants of the study consisted of 8 primary school teachers working in schools with different socio-economic substructure in Adana and Hatay in the 2017-2018 academic year. The data were collected through semi-structured interview form, and analysed following content analysis method. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; they consider that aesthetic creativity is as important as scientific creativity; that aesthetic education contributes to mental and emotional development of the students; that social studies class is effective in gaining creativity; and accordingly, they have included aesthetic education in their courses. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; that they consider that aesthetic creativity is as important as scientific creativity; they believe aesthetic education contributes to mental and emotional development of the students; that they think social studies class is effective in gaining creativity; and, therefore, they include aesthetic education in various ways in their courses.

Ways To Help Gifted Students Like Social Studies

1967 ◽  
Vol 11 (2) ◽  
pp. 108-111
Author(s):  
Herbert B. Neff
Keyword(s):  
Social Studies ◽  
Gifted Students

Concepts and Themes: A Learning Odyssey

2002 ◽  
Vol 25 (3) ◽  
pp. 24-29 ◽  
Author(s):  
Michael W. Cannon
Keyword(s):  
Social Studies ◽  
Learning Experiences ◽  
Gifted Students ◽  
Universal Themes ◽  
Depth Learning ◽  
Curricular Planning

Learning can be much like Odysseus' journey to Ithaka as described by Cavafy in his 1992 prose, Ithaka, full of spectacular adventures, enchantment, and the odd monster or two. Social studies, in particular, offers opportunities for adventures and discoveries, especially when thoughtful planning has been done. In fact, curricular planning can be compared to storing supplies and setting a course to sail through unfamiliar seas; it can reap great rewards for those on the journey. Two of the most important elements are the basic social studies concepts and universal themes that provide a structure for in depth learning. By systematically developing and connecting these components into an integrated structure, the teacher can develop an array of learning experiences that address varied interests, abilities, and levels of challenge of gifted students.

scholarly journals A phenomenological study of gifted cross-cultural kids at an international school : exploration of intersecting identities

2020 ◽  
Author(s):  
◽  
Seth Jaeger
Keyword(s):  
Cognitive Abilities ◽  
Phenomenological Study ◽  
International Schools ◽  
Gifted Students ◽  
International School ◽  
Cross Cultural ◽  
Third Culture ◽  
Cross Culture ◽  
Third Culture Kid ◽  
Gifted Program

There are several common characteristics between cross-cultural students and gifted students (Gallagher, 2019; Sheard, 2008). At the same time, there is limited research into practices of international schools when identifying and supporting these highly-mobile gifted students (Gallagher and Curtain, 2017; Robinson, 2006). This lack of evidence suggests that many international schools do not cater for the needs of culturally and linguistically (CLD) gifted students by offering tailored programs for differentiation. Framed within the Third Culture Kid (TCK) identity construct, this phenomenological study investigates the experiences of identified gifted students who are being educated in an elite American-curriculum international school in South America. Utilizing qualitative data, this study seeks to answer the following question: how do gifted Cross-Cultural Kids understand the intersection of their gifted and cross culture identities? This study contextualizes that question inside the organizational environment of the school that used selection criteria based on the Cognitive Abilities Test (CogAT), the Measures of Academic Progress (MAP), and the Renzulli Scales for Rating the Behavioral Characteristics of Superior Students (RSRBCSS) for a gifted program. Through maximum variation sampling, 9 gifted third-culture students from middle and high school who have spent a portion of their academic careers in international schools were selected for interviews.

scholarly journals Exploration of Social Studies Teachers’ Experiences of Reading Practices: A Phenomenological Study

2018 ◽  
Author(s):  
İlhan İlter
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Social Studies ◽  
Reading Instruction ◽  
Phenomenological Study ◽  
Social Studies Teachers ◽  
Reading Practices ◽  
Reading Comprehension Strategies ◽  
Comprehension Process ◽  
Development Of Students

In this phenomenological study, I aimed to describe the perceptions of social studies teachers’ lived experiences about their reading practices that may have influence on the development of students’ reading comprehension. Data were collected from interviews and handwritten interview notes were analyzed by using qualitative data analysis. Sixteen middle school social studies teachers were recruited in different schools in a city in Turkey for this study. Three themes emerged from the data analysis in the study: reading comprehension skills and strategies, teaching practices and instructional practices. The results of this study yielded two findings: first, the majority of the teachers did not benefit from best practices, reflecting the highly interactive nature of the reading comprehension process; instead they often used the reading tasks or practices in traditional sense in-class. In addition, these teachers found feelings of inadequacy in terms of providing students with instruction in reading comprehension strategies due to their lack of training of content area reading instruction. Second, a few teachers believed that providing instructional scaffolding to support the development of students’ reading comprehension was of primary importance in terms of building understandings and skills for social studies reading achievement.

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