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- Title
DETERMINING THE TEACHING AND LEARNING CONCEPTION OF SOCIAL STUDIES TEACHERS.
- Authors
TUNÇ ŞAHİN, Canan
- Abstract
Teaching learning conceptions give information about teachers 'preferred learning paths, learning orientations, the meaning of learning, and students' tasks. Although there are studies examining the teaching-learning conceptions of teachers and teacher candidates in different branches in the literature, studies conducted with social studies teachers are limited. Considering the gap in the field, it is important to determine the teaching and learning conceptions of social studies teachers. Therefore, it is aimed to determine the teaching-learning conceptions of social studies teachers. The study is a case study of qualitative research methods. 20 social studies teachers working in the Ministry of National Education voluntarily participated in the study. The data of the study were collected using the interview technique and semi-structured interview form. In the preparation of the semi-structured interview form, the literature information on determining teachers' teaching and learning conceptionswas used to determine. The interviews were conducted face-to-face with the participants and recorded on a tape recorder. The study data were analyzed by content analysis method. The teaching-learning conceptions of the social studies teachers who participated in the study were examined in the dimensions of teaching, learning, evaluation and professional development. According to the results of the research, the teaching-learning conceptions of social studies teachers have a constructivist learning approach in the dimension of learning and professional development, while they have a traditional understanding in the dimensions of deciding what to be taught in the assessment dimension, understanding what learning takes place, and understanding whether the student understands the subject. As an important result of the study, social studies teachers adopt the constructivist conception but they do not apply the constructivist conception sufficiently in the teaching process. It is thought that the study will provide theoretical and practical contributions to researchers and social studies teachers working in this field.
- Subjects
SOCIAL sciences education; SOCIAL learning; MAGNETIC recorders &; recording; TEACHERS
- Publication
International Journal of Eurasian Education & Culture, 2020, Vol 5, Issue 11, p2029
- ISSN
2602-4047
- Publication type
Article
- DOI
10.35826/ijoecc.291