Sosyal bilgiler öğretmenlerinin öğretim yöntem ve teknikleri ile araç-gereç kullanım durumlarının incelenmesi (Kayseri ili örneği)
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Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bu çalışmada Kayseri'de görev yapan Sosyal Bilgiler dersi öğretmenlerinin derslerde kullandıkları öğretim yöntem ve teknikler ile kullandıkları araç, gereç ve materyallerin neler olduğunu belirlemek amaçlanmıştır. Araştırmada karma araştırma türünün açımlayıcı yöntemi kullanılmıştır. Araştırmada araştırmacı tarafından geliştirilen üzerinde çok seçenekli anket soruları ile yarı yapılandırılmış görüşme formunda açık uçlu soruların yer aldığı veri toplama aracı kullanılmıştır. Araştırmanın çalışma grubunu Kayseri ili merkez ve ilçelerinde görev yapan ve tesadüfi örneklem yoluyla belirlenen 188 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırma sonucunda sosyal bilgiler öğretmenlerinin en fazla başvurdukları öğretim stratejilerinin sırasıyla sunuş yoluyla öğretim, araştırma-inceleme, buluş yoluyla öğretim ve tam öğrenme modeli olduğu ortaya çıkmıştır. Sosyal Bilgiler öğretmenlerinin en sık kullandıkları öğretim yöntemlerinin soru-cevap, anlatım, tartışma ve örnek olay yöntemleri; en az kullandıkları yöntemin ise okuma çemberi yöntemi olduğu tespit edilmiştir. Diğer yandan en fazla kullandıkları tartışma tekniklerinden küçük grup tartışması, büyük grup tartışması, münazara yöntemi ve görüş geliştirme yöntemi; en az ise Philips 66 yöntemi olduğu ortaya çıkmıştır. Grupla öğretim tekniklerinde en fazla soru-cevap tekniği, beyin fırtınası tekniği, eğitsel oyunlar tekniği ve benzetim tekniği kullandıkları; en az ise deney tekniği olduğu tespit edilmiştir. Kavramla öğretim tekniklerinde en fazla kavram haritaları tekniği, zihin haritaları tekniği, kavram karikatürler tekniği ve kelime ilişkilendirme testleri tekniği; en az ise yapılandırılmış grid tekniği olduğu ortaya çıkmıştır. Okul dışı öğrenme ortamlarından en fazla tarihi alanlar/mekânlar, müzeler, kütüphaneler ve bilim ve/ veya sanat merkezleri kullandıkları; en az ise üniversiteler olduğu tespit edilmiştir. Araştırmaya katılanların neredeyse tamamının Sosyal Bilgiler derslerinde araç, gereç ve materyal tasarımı/ kullanımı ile ilgili yeterli düzeyde bilgi ve beceriye sahip olduklarını beyan ettikleri ortaya çıkmaktadır.
In this study, it was aimed to determine the teaching methods and techniques used by Social Studies teachers working in Kayseri and the tools, equipment and materials they use in their lessons. The exploratory method of mixed research type was used in the study. In the research, a data collection tool developed by the researcher, which includes open-ended questions in a semi-structured interview form with multiple-choice questionnaire questions, was used. The study group of the research consists of 188 social studies teachers working in the centre and districts of Kayseri province and determined by random sampling. As a result of the research, it was revealed that the most frequently used teaching strategies of social studies teachers were teaching through presentation, research-examination, teaching through invention and complete learning model respectively. It was found that the most frequently used teaching methods of Social Studies teachers were question-answer, lecture, discussion and case study methods; the least frequently used method was the reading circle method. On the other hand, the most frequently used discussion techniques were small group discussion, large group discussion, debate method and opinion development method; the least frequently used method was Philips 66 method. In group teaching techniques, it was determined that they used question-answer technique, brainstorming technique, educational games technique and simulation technique at the highest level and experiment technique at the lowest level. In concept teaching techniques, it was found that they used concept maps technique, mind maps technique, concept cartoons technique and word association tests technique at the most and structured grid technique at the least. Among out-of-school learning environments, historical sites/places, museums, libraries and science and/or art centres were used the most; universities were used the least. It was revealed that almost all of the participants declared that they had sufficient knowledge and skills about the design and use of tools, equipment and materials in Social Studies lessons.
In this study, it was aimed to determine the teaching methods and techniques used by Social Studies teachers working in Kayseri and the tools, equipment and materials they use in their lessons. The exploratory method of mixed research type was used in the study. In the research, a data collection tool developed by the researcher, which includes open-ended questions in a semi-structured interview form with multiple-choice questionnaire questions, was used. The study group of the research consists of 188 social studies teachers working in the centre and districts of Kayseri province and determined by random sampling. As a result of the research, it was revealed that the most frequently used teaching strategies of social studies teachers were teaching through presentation, research-examination, teaching through invention and complete learning model respectively. It was found that the most frequently used teaching methods of Social Studies teachers were question-answer, lecture, discussion and case study methods; the least frequently used method was the reading circle method. On the other hand, the most frequently used discussion techniques were small group discussion, large group discussion, debate method and opinion development method; the least frequently used method was Philips 66 method. In group teaching techniques, it was determined that they used question-answer technique, brainstorming technique, educational games technique and simulation technique at the highest level and experiment technique at the lowest level. In concept teaching techniques, it was found that they used concept maps technique, mind maps technique, concept cartoons technique and word association tests technique at the most and structured grid technique at the least. Among out-of-school learning environments, historical sites/places, museums, libraries and science and/or art centres were used the most; universities were used the least. It was revealed that almost all of the participants declared that they had sufficient knowledge and skills about the design and use of tools, equipment and materials in Social Studies lessons.
Description
Keywords
Sosyal Bilgiler, Yöntem, Teknik, Araç, Okul Dışı Öğrenme
