Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools

Nadire AKHAN, (Akdeniz Üniversitesi, Eğitim Fakültesi, Sosyal Bilgiler Eğitimi Bölümü, Antalya, Türkiye)
Burcu KAYMAK (Akdeniz Üniversitesi, Eğitim Bilimleri Ensitüsü, Sosyal Bilgiler Eğitimi Bölümü, Antalya, Türkiye.)
Journal of Education and Future
0 0
Yıl: 2021 Cilt: 0 Sayı: 19 Sayfa Aralığı: 61 - 73 Metin Dili: İngilizce DOI: 10.30786/jef.680174 İndeks Tarihi: 30-04-2021

Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools

Öz:
In this research, the views of science and social studies teachers regarding teaching science subjects were aimed to determine. Case study, one of the qualitative research methods, was used in the study. The sample of the study consists of 26 teachers in total, of whom 13 are social studies teachers and 13 science teachers working in public schools in Antalya/Turkey in the academic year of 2018-2019. In order to determine the opinions of teachers, “Interview Form for Teaching of Science Related Topics” which is a semi-structured form consisting six open-ended questions was prepared, and the data collected through interviews were analysed using descriptive statistics. The results in general showed that the topic of “science”, which is a common ground for social studies and science courses, was stated by teachers, and it was found out that teachers of both branches did not hold any joint meetings or work in collaboration with each other.
Anahtar Kelime:

Ortaokullarda Bilimle İlgili Konuların Öğretilmesine Yönelik Fen Bilgisi ve Sosyal Bilgiler Öğretmenlerinin Görüşleri

Öz:
Bu araştırmada fen bilgisi ve sosyal bilgiler öğretmenlerinin bilim konularının öğretilmesineyönelik görüşlerinin belirlenmesi amaçlanmaktadır. Çalışmada nitel araştırma yöntemlerindendurum çalışması kullanılmıştır. Çalışma grubunu 2018-2019 öğretim yılı Türkiye/Antalya ilmerkezinde bulunan MEB’e bağlı okullarda görev yapan 7’si erkek 6’sı kadın 13 sosyal bilgileröğretmeni; 5’i erkek 8’i kadın 13 fen bilgisi öğretmeni olmak üzere toplamda 26 öğretmenoluşturmaktadır. Öğretmenlerin görüşlerinin belirlenmesi amacıyla yarı yapılandırılmış altı açıkuçlu sorudan oluşan “Bilim Konularının Öğretilmesi Görüşme Formu” hazırlanmış, verilergörüşme tekniği ile toplanmıştır. Çalışma verileri betimsel analize tabi tutulmuştur. Araştırmanınsonuçlarının genel olarak değerlendirmek gerekirse, fen bilgisi ve sosyal bilgiler derslerinin ortakkonularından “bilim” konusu ifade edilmiş, iki branşın öğretmenlerinin bilim konusununöğretimine yönelik ortak olarak herhangi bir çalışma ve ortak bir toplantı gerçekleştirmedikleribelirlenmiştir. Buna rağmen öğrencilerin bilim konusuna yönelik dersler arası ilişkilendirmeyapabildikleri, öğretmenlerin ise bilim konusunun öğretilmesine dair iki branşa da hizmetedebilecek şekilde ortak geziler planlayabildikleri ancak bunların birtakım imkânsızlıklar nedeniylegerçekleştirilemediği belirlenmiştir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Adalar, H. & Yüksel, İ. (2017). Intelligence games curriculum from social studies, science and other branch teachers’ point of view. Turkish Studies, 12 (28), 1-24.
  • Akins, A. & Akerson, V. L. (2002). Connecting science, social studies, and language arts: an interdisciplinary approach. Educational Action Research, 10 (3), 479-498.
  • Alım, M. & Doğanay, G. (2016). The importance of cooperation among group teachers and the analysis of common topics in geography teaching. Eastern Geographical Review, 21 (35), 1- 16.
  • Anthony, R. B. (1973). Rationale for an interdisciplinary approach in the social studies. The Social Studies, 65 (4), 150-151.
  • Arı, Ü. (2010). Investigation of the preservice science teachers? and preservice classroom teachers? wiews on nature of science. (Unpublished MA Thesis). Fırat University, Institute of Science. Elazığ.
  • Ateş, H. (2018). Determination of pre-service science teachers’ and pre-service social studies teachers’ sustainable consumption behaviors and knowledge levels. Bursa Uludağ University Education Faculty Journal, 31 (2), 507-531.
  • Barman, C. R., Harshman, R. E. & Rusch J. J. (1982). Attitudes of science and social studies teachers toward interdisciplinary instruction. The American Biology Teacher, 44 (7), 421-426.
  • Bybee, R. W. & Bonnstetter, R. J. (1987). What research says: implementing the science-technologysociety theme in science education: perceptions of science teachers. School Science and Mathematics, 87 (2), 144-152.
  • Bybee, R. W. (1987a). Science education and the science-technology-society (s-t-s) theme. Science Education, 71(5),667-683.
  • Bybee, R. W. (1987b). Teaching about science-technology-society (sts): views of science educators in the united states. School Science and Mathematics, 87 (4), 274-285.
  • Bybee, R. W. (1991). Science-technology-society in science curriculum: the policy-practice gap. Theory Into Practice, 30(4), 294-302.
  • Bybee, R. W., Powell,J. C., Ellis,J. D.,Giese, J. R.,Parısı, L. & Singleton, L. (1991). Integrating the history and nature of science and technology in science and social studies curriculum. Science Education, 75 (1),143-155.
  • Christou, T. & Bullock, S. M. (2014). Learning and teaching about social studies and science: a collaborative self-study. The Social Studies, 105 (2), 80-90.
  • Cresswell, J. W. (2018). Qualitative research methods. Qualitative research and research design according to five approaches (4th Ed.) (Trans. Edt. Mesut Bütün and Selçuk Beşir Demir). Ankara: Siyasal.
  • Çınar, M. & Köksal, N. (2013). Social studies preservice teachers’ views on science and the nature of science. Mersin University Journal of the Faculty of Education, 9 (2), 43-57.
  • DiCamillo, L. & Bailey, N. M. (2016). Two teacher educators go to the source: teaching an ınterdisciplinary class in an urban charter high school. The Social Studies, 107 (6), 218-226.
  • Gennaro, E. D. & Glenn, A. D. (1975). Science and social studies: an interdisciplinary approach to values and value decisions. Science Education, 59 (1), 85-93.
  • Gültekin, M. & Kılıç, Z. (2014). The functionality of the life sciences course with regard to social studies and science courses. International Journal of Educational Programs and Instructional Studies, 4 (8).
  • Heath, P. A. (1988). Science/technology/society in the social studies. ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Retrieved on 2019, September 2, from https://www.ericdigests.org/pre-929/society.htm
  • Joerges, B. & Nowotny, H. (2003). Social studies of science and technology: looking back, ahead. Kluwer Academic Publishers: Germany.
  • Karakuş, U., Karaaslan, H. & Pehlivan, C. (2018). Comparison of social studies and science courses in terms of environmental issues in teaching education undergraduate programs and teaching programs, Turkish Studies, 13 (26), 775-788.
  • Karasu Avcı, A. & Faiz, M. (2019). Social studies texbooks, scientists in the field of science, technology and community learning. II. The Internatıonal Symposıum On Textbooks. 259-274.
  • Kocabıyık Kaymak, B. (2016). Socıal sciences teaching: they discovered for us. Research And Experıence Journal, 1 (1), 75-86.
  • Lederman, N. G. (1986). Students and teachers understanding of the nature of science: a reassessment. School Science and Mathematics, 86 (2), 91-99.
  • Lederman, N. G., Antink, A. & Bartons, S. (2014). Nature of science, scientific inquiry and socioscientific issues arising from genetics: a pathway to developing a scientifically literate citizenry. Nature of Science, Scientific Inquiry, 23, 285-302.
  • Lee, M. (2007). Spark up the american revolution with math, science, and more: an example of an ıntegrative curriculum unit. The Social Studies, 98 (4), 159-164.
  • Lenoir, Y. & Hasni, A. (2016). Interdisciplinarity in primary and secondary school: issues and perspectives. Creative Education, 7, 2433-2458.
  • Maguth, B. M. (2012). In defense of the social studies: social studies programs in stem education. Social Studies Research and Practice, 7 (2), 65-90.
  • Mansour, N. (2009). Science-technology-society (sts)a new paradigm in science education. Bulletin of Science, Technology & Society, 29 (4), 287-297.
  • McCall, A. L., Janssen, B., & Riederer, K. (2010). More time for powerful social studies: when university social studies methods faculty and classroom teachers collaborate. The Social Studies, 99 (3), 135-141.
  • MEB (2018, September 12). Directive of the Ministry of National Education on Education Boards and Groups. Retrieved from http://e-mufredat.meb.gov.tr/Dokumanlar/MEBKurullar Zumreler_08082018.pdf
  • Merriam, S. B. (2018). Qualitative research. A guide for pattern and application. (3rd Ed.). (Trans. Edt. Selahattin Turan). Ankara: Nobel.
  • Mıhladız, G. & Doğan, A. (2017). Investigation of the pre-service science teachers’ pedagogical content knowledge about the nature of science. Hacettepe Universty Journal of Education, 32(2), 380-395
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage. National Council for the Social Studies (2009). A sampler of curriculum standards for social studies. Expectations of excellence. United States of America: Pearson.
  • Nalçacı, İ. Ö., Akarsu, B. & Kariper, A. İ. (2011). Effects of the nature of science course on science prospective teachers’ knowledge and opinions. Selçuk Universty Ahmet Keleşoğlu Education Faculty Journal, 32, 337-352.
  • Özensoy, A. U. (2014). Teachers' views about the learning field of “science, technology and society” teaching in social studies. International Journal of Turkish Education Sciences, 104-115.
  • Özgelen, S. & Öktem, Ö. (2013). The development of pre-service science teachers' knowledge of the history of science in the Nature and History of Science course. Mersin Universty Education Faculty Journal, 9 (1), 11-23.
  • Scruggs, T. E., Mastropieri, M. A & Okolo, C. M. (2008). Science and social studies for with disabilities. Focus on Exceptional Children, 41 (2), 1-24.
  • Patrick, J. J. & Remy, R. C. (1985, September 1). Connecting science, technology, and society in the education of citizens. Retrieved from https://files.eric.ed.gov/fulltext/ ED251389.pdf
  • Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd Ed.). United States of America: Sage.
  • Ratzer, M. B. (2014). Inquiry, the new national social studies and science standards, and you. Feature Oppornutiy Knocks, 43 (2), 64-70.
  • Riordan, G. P. (1996). Collaboration among teachers in senior high schools (Phd Thesis). Universtiy of Alberta, Educational Administration, Edmonton.
  • Roberts, S. L. & McDonald, J. (2015). How to integrate social studies and science content. MSTA Journal, 60 (1), 25-29.
  • Rubba, P. (1989). An investigation of the semantic meaning assigned to concepts affiliated with STS education and of STS instructional practices among a sample of exemplary science teachers. Journal of Research in Science Teaching, 26, 687-702.
  • Russel, B. (1968). The impact of science on society. New York: Ams Press.
  • Sağdıç, M. (2019). Historical development of interdisciplinary teaching approaches in social studies education in Turkey. Journal of History Culture and Art Research, 8(2), 390-403.
  • Sumrall, W. J. & Schillinger, D. N. (2004). A student-directed model for designing a science/social studies curriculum. The Sociel Studies, 95 (1), 5- 10.
  • Şahin, Ç. & Koç, T. (2016). Students’ and teachers' views about the science implementations course. Online Science Education Journal, 1(1), 1-16.
  • Şahin, D. & Güven, S. (2016). The opinions of primary school teachers on teaching methods and Techniques in science and technology, science of life courses and social studies. Online Science Education Journal, 1(1), 42-59.
  • Şahinkaya, N. & Aladağ, E. (2010). The views of class teachers on the integration between social studies and mathematics. Procedia Social and Behavioral Sciences, 2, 2876–2880.
  • Turan, S., Dönmez, A. & Çakmak, G. (2009). An analysis on the effectiveness of some committees in Turkish primary schools. Uşak University Journal of Social Sciences, 2 (2), 44-58.
  • Yenice, N. & Ceren Atmaca, A. (2017). Investigation of preservice science teachers’ knowledge and views about nature of science and scientific knowledge. Journal of Theoretical Educational Science, 10(4), 366-393.
  • Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in the social sciences. (9th Ed.). Ankara: Seçkin.
  • Yıldırım, A. (1996). The consequences of interdisciplinary teaching concept and programs. Hacettepe University Journal of Education Faculty, 12, 89-94.
  • Yılmaz, O. (2016). Evaluation of social studies and science education's undergraduate programs in terms of environmental education (Unpublished Master Thesis). Ahi Evran Universty, Social Science Institute, Kırşehir.
  • Yüksel, E. (2018). The study of the functioning of the secondary school mathematics and science teachers' board (Unpublished MA Thesis). Duzce University, Institute of Social Sciences, Düzce.
APA Akhan N, Kaymak B (2021). Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. , 61 - 73. 10.30786/jef.680174
Chicago Akhan Nadire Emel,Kaymak Burcu Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. (2021): 61 - 73. 10.30786/jef.680174
MLA Akhan Nadire Emel,Kaymak Burcu Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. , 2021, ss.61 - 73. 10.30786/jef.680174
AMA Akhan N,Kaymak B Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. . 2021; 61 - 73. 10.30786/jef.680174
Vancouver Akhan N,Kaymak B Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. . 2021; 61 - 73. 10.30786/jef.680174
IEEE Akhan N,Kaymak B "Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools." , ss.61 - 73, 2021. 10.30786/jef.680174
ISNAD Akhan, Nadire Emel - Kaymak, Burcu. "Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools". (2021), 61-73. https://doi.org/10.30786/jef.680174
APA Akhan N, Kaymak B (2021). Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. Journal of Education and Future, 0(19), 61 - 73. 10.30786/jef.680174
Chicago Akhan Nadire Emel,Kaymak Burcu Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. Journal of Education and Future 0, no.19 (2021): 61 - 73. 10.30786/jef.680174
MLA Akhan Nadire Emel,Kaymak Burcu Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. Journal of Education and Future, vol.0, no.19, 2021, ss.61 - 73. 10.30786/jef.680174
AMA Akhan N,Kaymak B Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. Journal of Education and Future. 2021; 0(19): 61 - 73. 10.30786/jef.680174
Vancouver Akhan N,Kaymak B Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools. Journal of Education and Future. 2021; 0(19): 61 - 73. 10.30786/jef.680174
IEEE Akhan N,Kaymak B "Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools." Journal of Education and Future, 0, ss.61 - 73, 2021. 10.30786/jef.680174
ISNAD Akhan, Nadire Emel - Kaymak, Burcu. "Opinions of Science and Social Studies Teachers on TeachingScience-Related Subjects in Secondary Schools". Journal of Education and Future 19 (2021), 61-73. https://doi.org/10.30786/jef.680174
Sayfa Oluşturulma Tarihi
23-04-2024 17:19

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları