scholarly journals Social Studies Teachers’ and Prospective Teachers’ Experiences on Developing Educational Augmented Reality Aplications

2021 ◽  
Vol 11 (1) ◽  
pp. 56-63
Author(s):  
ayşe seyhan
Keyword(s):  
Augmented Reality ◽  
Social Studies ◽  
Prospective Teachers ◽  
Social Studies Teachers ◽  
Effective Learning ◽  
Multimedia Teaching ◽  
The Social ◽  
Teachers Experiences ◽  
Augmented Reality Technology ◽  
Social Studies Teaching

The aim of this study is to reveal the experiences of social studies teachers and prospective teachers in developing augmented reality applications and their views on the use of this technology in social studies teaching. The sample of the study consists of 60 people, including a total that 30 social studies teachers working in different cities of Turkey and 30 prospective teachers studying in the social studies education departments of 10 different universities. The data obtained by the questionnaire were analyzed by descriptive statistical methods. As a result of the research, participants evaluated the use of augmented reality technology in social studies teaching as innovative, flexible, effective, entertaining and interesting. It was stated that the use of augmented reality applications in social studies courses would create an effective learning environment and multimedia teaching. They also stated that some limitation factors such as accessing the internet, connection speed and providing class discipline in the use of augmented reality applications in the classroom.

The reality of social studies Teachers Awareness regarding the notion of augmented reality technology and the strategy of its usage in teaching to develop geographical phenomena from the social studies teachers perspectives: واقع وعي معلمي ومعلمات الدراسات الاجتماعية بمفهوم تقنية الواقع المعزز واستراتيجية استخداماتها في التدريس لتنمية الظواهر الجغرافية من وجهة نظرهم

2021 ◽  
Vol 5 (41) ◽  
pp. 57-39
Author(s):  
Zahraa Mohammed Alsanea, Afrah Hafez Alawaidi Zahraa Mohammed Alsanea, Afrah Hafez Alawaidi
Keyword(s):  
Augmented Reality ◽  
Social Studies ◽  
Teaching And Learning ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Technology In Teaching ◽  
Augmented Reality Technology ◽  
Computer Based ◽  
Teachers Perspectives ◽  
High Degree

  The aim of the study was to learn about the use of augmented reality technology to understand and develop geographical phenomena from the point of view of social studies teachers. To achieve the objectives of the study the researchers have used a descriptive approach. An augmented reality questionnaire was applied using the augmented reality technology on a random sample consisting of sixty-six participants all of them are social studies teachers of both genders from Al-qunfudhah province, and in order to calculate the degree of use of augmented reality which was used by social studies teachers the arithmetic averages were used. The study presents the following results: The degree of reality in the use of augmented reality that social studies teachers have been used in Al-qunfudhah province, came in a high degree but close to average with an average arithmetic 2.09. As well as the degree of impediments in the use of augmented reality came in a high degree with an average arithmetic 2.40. In the light of the findings of the study researchers have recommended to stress the importance of the use of augmented reality technology in teaching and the need for drawing the attention of the ministry of education's officials to encourage and urge the teachers to use it,building computer-based educational programs based on augmented reality technology,work on overcoming the impediments that limits the use of augmented reality and its impact on both teaching and learning process.Besides achieving positive outcomes through using it.

scholarly journals Social Studies Student Teachers’ Views on “School Experience Course”

2020 ◽  
Vol 8 (3) ◽  
pp. 37
Author(s):  
Burcu Kaymak ◽  
Nadire Emel Akhan
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Student Teachers ◽  
Prospective Teachers ◽  
School Experience ◽  
Ministry Of Education ◽  
The Social ◽  
Teachers Experiences ◽  
Training Schools ◽  
Academic Year

This study sought to determine the opinions of prospective teachers studying in the last year of the social studies undergraduate program about the school experience. More specifically, it was aimed to determine the views of social studies preservice teachers concerning the necessity of the school experience course, the contribution of the course to them, their experiences in the process of the course, and their views towards the stakeholders of the practice. For this purpose, a total of 56 student teachers, 19 females and 37 males in their 4th year of social studies education, who attended the education faculty of a public university in the 2019-2020 academic year participated in the research. The data were collected through interviews which were analyzed following a basic qualitative analysis method, using content analysis while evaluating its questions. In general, it has been observed that social studies student teachers have expectations regarding the following subjects. The study found out that the student and student teachers’ experiences regarding themselves were among the positive attributes of the internship. The positive/negative reflections of the student teachers regarding the duties and responsibilities of the stakeholders have also been mentioned in the study. Based on the acquired data, this study recommends that the student teachers of social studies receive the attention they deserve during their internships; the Ministry of Education must inform and regularly inspect training schools and also use internship guides prepared specifically for social studies teaching to improve the efficacy of the internship.

Preservice teachers’ visions of themselves: powerful teachers or powerful social studies teachers?

2018 ◽  
Vol 13 (1) ◽  
pp. 113-126
Author(s):  
Alicia R. Crowe ◽  
Evan Mooney ◽  
Todd S. Hawley
Keyword(s):  
Social Studies ◽  
Student Teaching ◽  
Common Good ◽  
Teaching Experience ◽  
Social Studies Teachers ◽  
Content Type ◽  
The Common Good ◽  
Social Studies Teacher ◽  
The Common ◽  
Social Studies Teaching

Purpose The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience. Design/methodology/approach The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?” Findings The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally. Originality/value The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

scholarly journals Covid-19 and Its Relationship to the Application of Distance Education in Teaching Social Studies Curriculum for the Upper Basic Stage from the Teachers’ Point of View: كوفيد-19 وعلاقته بتطبيق التعليم عن بعد في تدريس منهج الدراسات الاجتماعية للمرحلة الأساسية العليا من وجهة نظر المعلمين

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Adnan Mohammad Alnwairan, Salsabil Adeeb Hassan
Keyword(s):  
Distance Education ◽  
Public Schools ◽  
Social Studies ◽  
Point Of View ◽  
Social Studies Teachers ◽  
Social Studies Curriculum ◽  
Basic Stage ◽  
The Social ◽  
Use Of Social Media ◽  
The Impact

This study aimed to identify Covid-19 and its relationship to the application of distance education in teaching social studies curriculum for the upper basic stage from the teachers’ point of view. The study has used the descriptive-analytical approach, where a questionnaire was employed as the study instrument. The population of the study consisted of a random sample from (311) Social studies teachers. The tool was distributed electronically through the use of social media and email to Social studies teachers of upper basic stage in public schools in three governorates, Amman, Salt and Irbid. The results showed that the impact of COVID-19 on teaching social studies curriculum for the upper basic stage was moderate. Furthermore, the level of applying distance education when teaching the social studies curriculum to the upper basic stage from the Teachers’ Point of view was moderate as well. The results also showed that there is a significant relation between COVID-19 and the level of distance education application when teaching the social studies curriculum for the upper basic stage. The current study recommends going beyond the schools' scope and researches higher education from across the entire Hashemite Kingdom of Jordan as a follow-up to this research's findings. Further qualitative research would be needed in the future to accurately assert the level of applying distance education.

scholarly journals The Relationship between Prospective Social Studies Teachers’ Attitudes towards Gender Roles and Entrepreneurship Levels

2020 ◽  
Vol 8 (4) ◽  
pp. 64
Author(s):  
Fadime Seçgin ◽  
Ayşegül Tural
Keyword(s):  
Gender Roles ◽  
Social Studies ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Gender Role Attitudes ◽  
Attitude Scale ◽  
Social Studies Teachers ◽  
Black Sea Region ◽  
Teachers Attitudes ◽  
The Relationship

Social studies is an important course to include current issues and associate them with life. Within the course, the concept of gender and supporting the entrepreneurship of individuals are noteworthy. Since it is an interdisciplinary course, the recognition of gender roles, and understanding correctly and developing the concept of entrepreneurship are emphasized in the course content. The aim of this study is to determine the relationship between the prospective social studies teachers’ attitudes towards gender roles considered to play an important role in the emergence of entrepreneurial skills and their entrepreneurship levels. For this purpose, the study was carried out using a relational screening model. The study group consisted of 222 prospective teachers studying in social studies teacher education program at a university located in the Central Black Sea Region of Turkey during the 2016-2017 academic year. In the study, Gender Roles Attitude Scale developed by Zeyneloğlu (2008) and University Students Entrepreneurship Scale developed by Yılmaz and Sünbül (2009) were used as data collection tools. As a result of the study, it was found that there is a significant relationship between the participants’ egalitarian gender role attitudes and entrepreneurship levels.

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