Cognitive and Affective Usage of Literary Products and Other Written and Printed Works in Social Studies Curriculum and Textbooks
Yazarlar (2)
Doç. Dr. Hülya KARAÇALI TAZE Sinop Üniversitesi, Türkiye
Prof. Dr. Kibar AKTIN Sinop Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | International Online Journal of Educational Sciences | ||
| Dergi ISSN | 1309-2707 | ||
| Dergi Tarandığı Indeksler | H.W. Wilson | ||
| Makale Dili | İngilizce | Basım Tarihi | 03-2022 |
| Cilt / Sayı / Sayfa | 14 / 1 / 60–76 | DOI | 10.15345/iojes.2022.01.005 |
| Makale Linki | https://iojes.net/?mod=tammetin&makaleadi=&makaleurl=9c4ade29-3c17-4b65-8c7b-f2b48b088e32.pdf&key=48993 | ||
| UAK Araştırma Alanları |
Tarih Eğitimi
|
||
| Özet |
| “Social studies” is a course created from the combination of social sciences and humanities in order to realise the purpose of teaching in citizenship education (Barr, Barth, & Shermis, 2013). The main aim of the course is to raise individuals who, as citizens of a democratic society with its interdependent socio-cultural differences in a global world, take the public interest into consideration, have the ability to make rational decisions, and have developed certain values and skills (Doğanay, 2002). It was found out, unfortunately, that the students’ attitude towards this course, despite its significant social gains, is quite low compared to language, literature and other social courses (Öztürk, Keskin, & Otluoğlu, 2014). Similar research results showed that social studies course is one of the courses least liked and least valued by students, who find its topics boring and abstract (Guzzetti, Kowalinski, & McGovan, 1992). According to Shug and Bery (1987), the most important reason for this situation is that students cannot obtain sufficient information about the aims of the course and cannot establish a relationship between it and their lives (Öztürk, Keskin, & Otluoğlu, 2014). According to Davis and Palmer (1992), the main reason for this is related to the traditional methods of social studies education based on the textbook. According to the critics, textbooks often include sequential events, numerical results and narratives on important people, places and dates. They state that textbooks containing items that are out of context and unrelated lead to disappointment for the reader (Krey, 1998).Negative criticisms made against social studies textbooks (Tyson & … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 1 |