Sosyal Bilgiler dersinde sığınmacılara yönelik kapsayıcı eğitimin incelenmesi
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Tarih
2020
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Milli Eğitim
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, dezavantajlı gruplara mensup öğrencilerden olan sığınmacı öğrencilerin toplumsal kabul görmelerinde öğretmen ve öğrenci etkileşiminin incelenmesi amaçlanmıştır. Çalışma kapsamında, sığınmacı öğrencilerin yoğun olduğu yerlerden Aksaray’da bulunan bir ortaokuldaki 3 sosyal bilgiler öğretmeninin 8 sığınmacı ve 14 Türk öğrenciyle etkileşimi ile öğretim uygulamaları incelenmiştir. Araştırma, nitel araştırma yaklaşımına dayalı olup sosyal bilgiler öğretmenlerinin kapsayıcı eğitim pratiklerini derinlemesine incelenmeyi amaçlayan çoklu durum çalışması modeliyle desenlemiştir. Araştırma sonuçlarına göre; sığınmacı öğrencilerin sınıflarda ya tek başlarına ya da diğer sığınmacı öğrenci ile yan yana sınıfın arka sıralarında oturdukları görülmektedir. Sığınmacı öğrencilerin sınıflarında karşılıklı saygı ve anlayışla karşılandığını gösteren kültürlerine özgü masal, bilmece vb. etkinliklerin paylaşıldığı görülmektedir. Sığınmacı öğrencilerin derslerde okuma, yazma ya da konuşma etkinliklerine çok katılmadıkları, yerine daha çok somut ve görsel materyallerin kullanıldığı derslere katılmayı tercih ettikleri görülmektedir. Derslerin büyük oranda düz anlatım yöntemi ile soru-cevap tekniğiyle sürdürüldüğü, materyal olarak ise ders ve etkinlik kitapları ile tahtanın kullanıldığı görülmektedir. Sığınmacı öğrencilerin derslerde aldıkları akran desteğinin yan yana ya da tek başına oturmalarından dolayı etkili olmadığı görülmektedir. Bu öğrencilerin sosyal etkileşimlerinin kalitesi ise farklı dil ve kültür özelliklerinden dolayı istenilen düzeyde olmadığı, bu öğrencilerin büyük oranda kabul edilme kaygısı yaşadığı görülmektedir.
The current study aims to investigate the effect of interaction between the teacher and the student in order to understand the social acceptance of refugee students, who represent a disadvantaged group. In this study, interactions between three social studies teachers, eight refugee students and 14 Turkish students in a middle school located in the city of Aksaray, where the refugee population is intense, and teachers’ instructional practices were investigated. The multiple-case study model was applied for the study, one of the qualitative research methods used to carry out an in-depth analysis of the inclusive education practices of social studies teachers. The findings of the current study have revealed that the refugee students prefer to sit alone and in the back rows of the classroom. It has also been determined that they are exposed to environments in which they are encouraged to share activities specific to their own cultures, such as telling folk tales or riddles, indicating that they are respected and understood in their class. The refugee students were not found to participate in reading, writing and speaking activities, preferring instead to take part in classes where concrete and visual materials were used. It was observed that the lessons were mainly delivered by means of the lecturing method and question-answer techniques, with textbooks, workbooks and the board used as course materials. It was discovered that the peer support received by the refugee students was not effective because they sat side by side or alone. The quality of social interaction for these students was found to be limited as they were from a different country, spoke a different language and had different cultural characteristics while they also presented a great deal of anxiety about acceptance.
The current study aims to investigate the effect of interaction between the teacher and the student in order to understand the social acceptance of refugee students, who represent a disadvantaged group. In this study, interactions between three social studies teachers, eight refugee students and 14 Turkish students in a middle school located in the city of Aksaray, where the refugee population is intense, and teachers’ instructional practices were investigated. The multiple-case study model was applied for the study, one of the qualitative research methods used to carry out an in-depth analysis of the inclusive education practices of social studies teachers. The findings of the current study have revealed that the refugee students prefer to sit alone and in the back rows of the classroom. It has also been determined that they are exposed to environments in which they are encouraged to share activities specific to their own cultures, such as telling folk tales or riddles, indicating that they are respected and understood in their class. The refugee students were not found to participate in reading, writing and speaking activities, preferring instead to take part in classes where concrete and visual materials were used. It was observed that the lessons were mainly delivered by means of the lecturing method and question-answer techniques, with textbooks, workbooks and the board used as course materials. It was discovered that the peer support received by the refugee students was not effective because they sat side by side or alone. The quality of social interaction for these students was found to be limited as they were from a different country, spoke a different language and had different cultural characteristics while they also presented a great deal of anxiety about acceptance.
Açıklama
Anahtar Kelimeler
Sığınmacı Öğrenciler, Kapsayıcı Eğitim, Sosyal Bilgiler, Efugee Students, Inclusive Education, Social Studies
Kaynak
Milli Eğitim (Üç Aylık Eğitim ve Sosyal Bilimler Dergisi)
WoS Q Değeri
Scopus Q Değeri
Q4
Cilt
49
Sayı
225
