Reflections of teaching of controversial topics to the field of classroom education

Öntaş, Turgay; Yıldırım, Erdal; Egüz, Şule; Kaya, Bengisu

Reflections of teaching of controversial topics to the field of classroom education

dc.authorid	0000-0003-2258-0862
dc.authorid	0000-0002-8726-5903
dc.authorid	0000-0002-3633-8957
dc.authorid	0000-0001-6299-1370
dc.contributor.author	Öntaş, Turgay
dc.contributor.author	Yıldırım, Erdal
dc.contributor.author	Egüz, Şule
dc.contributor.author	Kaya, Bengisu
dc.date.accessioned	2021-04-28T11:20:16Z
dc.date.available	2021-04-28T11:20:16Z
dc.date.issued	2021
dc.department	Eğitim Fakültesi
dc.description	*Yıldırım, Erdal ( Aksaray, Yazar )
dc.description.abstract	In this study, it is aimed to determine the opinions and practices of the teacher candidates educated on Classroom Education, academicians working in the Department of Classroom Education, and primary school teachers on the controversial subjects in the teaching-learning process. The research is patterned from qualitative research approaches through a case study. The study carried out in the spring semester of the 2018-2019 academic year included 29 students studying in the third grade of the Faculty of Education at three different public universities, 15 classroom teachers working at schools affiliated to the Ministry of Education, and 5 Ph.D. academicians within classroom education In the study, the data were collected by semi-structured interview forms, and the obtained data were analyzed by the thematic presentation of certain codes and categories. When the findings of the research are examined, it is seen that the information, culture (respect, conflict), and environment codes related to the importance of the culture of discussion are frequently expressed. The findings are remarkable in that the acquisition of necessary and sufficient knowledge related to the discussion culture encourages individuals to conduct the discussion process with different individuals or platforms in a healthy way. The style used in the efficiency of the discussion process, the acceptance of different ideas with respect and the ability to listen effectively are vital. The findings that positive school and classroom climate, which expresses the existence of suitable environments where controversial issues can be discussed, contributes to the development of respect based attitudes and behaviors among individuals, are also very important. Academics and teachers are responsible for creating ideal discussion environments. Moreover, the formation of positive thoughts on controversial issues should not be overlooked to encourage the expression of scientific, fair, and democratic ideas. Both academics and teachers should be a model for their students by ensuring correct communication with students. Participants in the teaching of controversial issues have some concerns and worries caused by pressure. Legal arrangements can be made to eliminate these situations.
dc.identifier.doi	10.15390/EB.2020.9104
dc.identifier.endpage	189	en_US
dc.identifier.issue	205	en_US
dc.identifier.startpage	161	en_US
dc.identifier.uri	https:/dx.doi.org/10.15390/EB.2020.9104
dc.identifier.uri	https://hdl.handle.net/20.500.12451/7917
dc.identifier.volume	46	en_US
dc.identifier.wos	WOS:000613522900008
dc.identifier.wosquality	Q4
dc.indekslendigikaynak	Web of Science
dc.indekslendigikaynak	TR-Dizin
dc.language.iso	en
dc.publisher	Turkish Education Association
dc.relation.ispartof	Eğitim ve Bilim
dc.relation.publicationcategory	Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Controversial Topics
dc.subject	Classroom Education
dc.subject	Social Studies Education
dc.subject	Teacher candidate
dc.subject	Teacher
dc.subject	Academician
dc.subject	Teacher Candidate
dc.title	Reflections of teaching of controversial topics to the field of classroom education
dc.type	Article