How Social Studies Teachers Reflect Their Immediate Environment: Kirikkale Case

Autor/inn/en	Sahin, Gün Erol; Demirbas, Çagri Öztürk
Titel	How Social Studies Teachers Reflect Their Immediate Environment: Kirikkale Case
Quelle	In: Participatory Educational Research, 8 (2021) 1, S.292-308 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sahin, Gün Erol) ORCID (Demirbas, Çagri Öztürk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Foreign Countries; Social Studies; Knowledge Level; Geography Instruction; Knowledge Base for Teaching; Inservice Teacher Education; Teaching Methods; Field Trips; Informal Education; Information Sources; Gender Differences; Spatial Ability; Turkey + Suchen Sie Ihr Suchwort? Ausland; Gemeinschaftskunde; Wissensbasis; Geography education; Geography lessons; Geografieunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Exkursion; Informelle Bildung; Nichtformale Bildung; Information source; Informationsquelle; Geschlechterkonflikt; Räumliches Vorstellungsvermögen; Türkei
Abstract	The study aimed to investigate how social studies teachers give information about the immediate environment in lessons and determine course objectives through non-formal school activities. The study sample consisted of 38 social studies teachers working in Kirikkale province in the 2018-2019 academic year. The data were analyzed with content analysis methods. The data were collected with a semi-structured interview form, were processed in SPSS 17 and Microsoft Excel software and interpreted in relation to the relevant the literature. In the interview form, the teachers were grouped by certain variables: gender, professional experience, and settlement type of school. The study concluded that social studies teachers did not have adequate knowledge about the immediate environment and thus they could not transfer it to students. Although participant social studies teachers claimed to give information and examples during the course, their students expressed that their teachers did not give any examples. The study results also indicated that teachers did not sufficiently organize non-formal school activities to teach the immediate environment. Thusly, it is suggested that social studies teachers should be assisted in learning the immediate environment and should participate in training on non-formal teaching methods. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01