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The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies

Yıl 2021, Cilt: 11 Sayı: 1, 134 - 150, 30.03.2021

Şenol Mail Pala

https://doi.org/10.33403/rigeo.841493

Öz

Perception of change and continuity and perception of time and chronology are among the skills expected to be acquired by students through the Social Studies course curriculum (SSCEC). These skills are included in the SSCEC, which was updated in both 2005 and 2018. It is aimed to attainment, develop and transfer these skills to students by making associations with many learning areas in SSCEC and with the achievements included in these learning areas. It is important to what degree these skills, which are among the basic skills of the social studies course, are included in the curriculum. For this reason, the aim of the study was to determine how much and at what level the ability to perceive change and continuity and to perceive time and chronology were given in SSCEC. The qualitative research model and document review method were used in the study. Due to the study of the relationship between change and continuity perception and time and chronology perception skills with SSCEC, SSCEC has been identified as the data source of the study. The data is analyzed by descriptive analysis technique. According to the results of the study, it was achieved that the ability to perceive change and continuity and to perceive time and chronology are included in SSCEC at all class levels and in all learning areas. In addition, it was determined that the ability to detect change and continuity in SSCEC includes the ability to detect continuity and change that occurs with the most time, and the ability to detect time and chronology includes indicators for interpreting data in the most time lane

Anahtar Kelimeler

Social Studies Perception of Change and Continuity Perception of Time and Chronology Skill

Kaynakça

  • Akbaba, B., Keçe, M., & Erdem, M. (2012). Effect of using multi-media to students’ time-chronology skills and perception skills of students’ change-continuity. Afyon Kocatepe University Journal of Social Sciences, 14(2), 237-258.
  • Aksoy, B., Akbaba, B., & Kılcan, B. (2019). Sosyal bilgilerde beceri eğitimi. Ankara: Pegem Akademi Yayınevi.
  • Altun, A., & Kaymakcı, S. (2016). An education material on teaching time and chronology: Timelines. Turkish History Education Journal, 5(1), 157-192.
  • Avcı, E. K. & Faiz, M. (2018). Investigation of the skills and values taking place in “effective citizenship” theme in 4th and 5th grade social studies text books. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 2(1), 1-21.
  • Çiftçi, B., & Akça, D. (2005). Comparison of geographical skills and geographical acquisition fields of 2005 and 2018 social studies curriculum. Eğitimde Yeni Yaklaşımlar Dergisi, 2(1), 33-59.
  • Çelik, H., Karadeniz, H., & Cabul, E. (2018). Students’ evaluations of change and continuity in the context of their experience in social studies classes: Hospitality example. Journal of Multidisciplinary Studies in Education, 2(2), 39-57.
  • Çelikkaya, T. (2011). Transmission level of skills in the social studies curriculum: Theacher’s opinions. Kastamonu Eğitim Dergisi, 19(3), 969-990.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2019). A study on determination of chronology skills of secondary school students. Turkish History Education Journal, 8(1), 150-173.
  • Çoban, O. & Akşit, İ. (2018). Comparison of 2005 and 2017 social studies curriculum in terms of learning area, acquisition, concept, value and skill. Journal of History Culture an Art Research, 7(1), 479-505.
  • Demi̇rci̇oǧlu, İ. H. (2005). 8th grade students’ levels of understanding of some concepts regarding time and chronology used in the teaching of history. Eurasian Journal of Educational Research (EJER), 19, 155-163.
  • Demircioğlu, İ. H. (2006). Zaman ve mekâna ilişkin becerilerin öğretimi. C. Öztürk (Ed.), Sosyal bilgiler öğretimi içinde (pp. 187-224). Ankara: PegemA Yayıncılık.
  • Gömleksiz, M. N. & Cüro, E. (2011). An assessment of teacher’s opinions on the meeting level of the social needs of the social studies curriculum (Sample of Diyarbakır city). Millî Eğitim, 190, 145-166.
  • Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri felsefe-yöntem-analiz. Ankara: Seçkin Yayıncılık.
  • Hayırsever, F. (2010). Evaluation of social studies textbooks, teachers’ books and workbooks in terms of the basic skills to be instilled in students according to the social studies curriculum (Doctoral dissertation). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Işık, H. (2014). Comparison of spatial cognition and chronology knowledge of the students of grade 6 in primary education and grade 9 in secondary education. Journal of International Social Research, 7(30), 111-121.
  • İneç, Z. F. (2020). Culture transfer in social studies teaching with virtual reality technology. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 180-203.
  • İncegül, S. (2010). An example in social sciences course oral history application (Master’s thesis). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kabapınar, Y., & Sağlamgöncü, A. (2018). The efficiency of visual reading in terms of understanding “change and continuity” in social studies courses: An action research. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 48-73.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Akademik Yayıncılık.
  • Kıncal, R. Y. (2017). Bilimsel araştırma yöntemleri. Ankara: Nobel Akademik Yayıncılık.
  • Kekeç, M. (2018). The use of modeling techniques in acquiring time and chronology skills (Master’s thesis), Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
  • Milli Eğitim Bakanlığı [MEB], (2018). Ortaöğretim coğrafya dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara. Retrieved from: https://mufredat.meb.gov.tr/Dosyalar /2018120203724482-Cografya%20dop%20pdf.pdf
  • Milli Eğitim Bakanlığı [MEB] (2005). İlköğretim Sosyal Bilgiler Dersi Öğretim Programı ve Kılavuzu (6-7. Sınıflar). Talim ve Terbiye Kurulu Başkanlığı, Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Milli Eğitim Bakanlığı [MEB] (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara: MEB. Retrieved from: http://mufredat.meb.gov.tr/Dosyalar/201812103847686- SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20 PROGRAMI%20.pdf.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mutluer, C. (2013). The views of social studies teachers about the skills contained in social studies (The example of İzmir Menemen). Electronic Turkish Studies, 8(7), 355-362.
  • Özen, R., & Sağlam, H. İ. (2010). Perception of primary studens on change and continuity. Akademik Bakış Dergisi, 22, 1-15.
  • Safran, M., & Şimşek, A. (2006). Development of historical time concept in elementary school’s students. İlköğretim Online, 5(2), 87-109.
  • Sağlam, H., Tınmaz, E., & Hayal, M. (2015). A phenomenological perspective on teaching experiences of perception skills of “time and chronology” of classroom teachers. Turkish History Education Journal, 4(1), 49-66.
  • Secim, O. (2019). Evaluation of change and continuity skills in geography course curriculum (Master’s thesis). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Şimşek A. (2007). A quasi-experimental study to primary education 5th grade students’ chronological perception’s being improved. Kuram ve Uygulamada Eğitim Bilimleri, 7(5), 589-615.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: Sage Publications, Inc.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M, Bütün & S. B. Demir, Çev.), Ankara: Pegem Akademi.
  • Robson, C. (2017). Bilimsel araştırma yöntemleri; gerçek dünya araştırması. (R. Çınkır & N. Demirkasımoğlu, Trans.). Ankara: Anı Yayıncılık.
  • Tangülü, Z., Tosun, A., & Topkaya, Y (2015). Investigation of secondary school 7th grade students’ social sciences lesson, change and continuity perception skill levels. The Journal of International Education Science, 2(4), 348-357.
  • Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Yıl 2021, Cilt: 11 Sayı: 1, 134 - 150, 30.03.2021

Şenol Mail Pala

https://doi.org/10.33403/rigeo.841493

Öz

Kaynakça

  • Akbaba, B., Keçe, M., & Erdem, M. (2012). Effect of using multi-media to students’ time-chronology skills and perception skills of students’ change-continuity. Afyon Kocatepe University Journal of Social Sciences, 14(2), 237-258.
  • Aksoy, B., Akbaba, B., & Kılcan, B. (2019). Sosyal bilgilerde beceri eğitimi. Ankara: Pegem Akademi Yayınevi.
  • Altun, A., & Kaymakcı, S. (2016). An education material on teaching time and chronology: Timelines. Turkish History Education Journal, 5(1), 157-192.
  • Avcı, E. K. & Faiz, M. (2018). Investigation of the skills and values taking place in “effective citizenship” theme in 4th and 5th grade social studies text books. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 2(1), 1-21.
  • Çiftçi, B., & Akça, D. (2005). Comparison of geographical skills and geographical acquisition fields of 2005 and 2018 social studies curriculum. Eğitimde Yeni Yaklaşımlar Dergisi, 2(1), 33-59.
  • Çelik, H., Karadeniz, H., & Cabul, E. (2018). Students’ evaluations of change and continuity in the context of their experience in social studies classes: Hospitality example. Journal of Multidisciplinary Studies in Education, 2(2), 39-57.
  • Çelikkaya, T. (2011). Transmission level of skills in the social studies curriculum: Theacher’s opinions. Kastamonu Eğitim Dergisi, 19(3), 969-990.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2019). A study on determination of chronology skills of secondary school students. Turkish History Education Journal, 8(1), 150-173.
  • Çoban, O. & Akşit, İ. (2018). Comparison of 2005 and 2017 social studies curriculum in terms of learning area, acquisition, concept, value and skill. Journal of History Culture an Art Research, 7(1), 479-505.
  • Demi̇rci̇oǧlu, İ. H. (2005). 8th grade students’ levels of understanding of some concepts regarding time and chronology used in the teaching of history. Eurasian Journal of Educational Research (EJER), 19, 155-163.
  • Demircioğlu, İ. H. (2006). Zaman ve mekâna ilişkin becerilerin öğretimi. C. Öztürk (Ed.), Sosyal bilgiler öğretimi içinde (pp. 187-224). Ankara: PegemA Yayıncılık.
  • Gömleksiz, M. N. & Cüro, E. (2011). An assessment of teacher’s opinions on the meeting level of the social needs of the social studies curriculum (Sample of Diyarbakır city). Millî Eğitim, 190, 145-166.
  • Gürbüz, S. & Şahin, F. (2018). Sosyal bilimlerde araştırma yöntemleri felsefe-yöntem-analiz. Ankara: Seçkin Yayıncılık.
  • Hayırsever, F. (2010). Evaluation of social studies textbooks, teachers’ books and workbooks in terms of the basic skills to be instilled in students according to the social studies curriculum (Doctoral dissertation). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Işık, H. (2014). Comparison of spatial cognition and chronology knowledge of the students of grade 6 in primary education and grade 9 in secondary education. Journal of International Social Research, 7(30), 111-121.
  • İneç, Z. F. (2020). Culture transfer in social studies teaching with virtual reality technology. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 180-203.
  • İncegül, S. (2010). An example in social sciences course oral history application (Master’s thesis). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Kabapınar, Y., & Sağlamgöncü, A. (2018). The efficiency of visual reading in terms of understanding “change and continuity” in social studies courses: An action research. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 48-73.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. Ankara: Nobel Akademik Yayıncılık.
  • Kıncal, R. Y. (2017). Bilimsel araştırma yöntemleri. Ankara: Nobel Akademik Yayıncılık.
  • Kekeç, M. (2018). The use of modeling techniques in acquiring time and chronology skills (Master’s thesis), Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
  • Milli Eğitim Bakanlığı [MEB], (2018). Ortaöğretim coğrafya dersi (9, 10, 11 ve 12. sınıflar) öğretim programı. Ankara. Retrieved from: https://mufredat.meb.gov.tr/Dosyalar /2018120203724482-Cografya%20dop%20pdf.pdf
  • Milli Eğitim Bakanlığı [MEB] (2005). İlköğretim Sosyal Bilgiler Dersi Öğretim Programı ve Kılavuzu (6-7. Sınıflar). Talim ve Terbiye Kurulu Başkanlığı, Ankara: Devlet Kitapları Müdürlüğü Basım Evi.
  • Milli Eğitim Bakanlığı [MEB] (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). Ankara: MEB. Retrieved from: http://mufredat.meb.gov.tr/Dosyalar/201812103847686- SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20 PROGRAMI%20.pdf.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mutluer, C. (2013). The views of social studies teachers about the skills contained in social studies (The example of İzmir Menemen). Electronic Turkish Studies, 8(7), 355-362.
  • Özen, R., & Sağlam, H. İ. (2010). Perception of primary studens on change and continuity. Akademik Bakış Dergisi, 22, 1-15.
  • Safran, M., & Şimşek, A. (2006). Development of historical time concept in elementary school’s students. İlköğretim Online, 5(2), 87-109.
  • Sağlam, H., Tınmaz, E., & Hayal, M. (2015). A phenomenological perspective on teaching experiences of perception skills of “time and chronology” of classroom teachers. Turkish History Education Journal, 4(1), 49-66.
  • Secim, O. (2019). Evaluation of change and continuity skills in geography course curriculum (Master’s thesis). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Şimşek A. (2007). A quasi-experimental study to primary education 5th grade students’ chronological perception’s being improved. Kuram ve Uygulamada Eğitim Bilimleri, 7(5), 589-615.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd Ed.). London: Sage Publications, Inc.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (M, Bütün & S. B. Demir, Çev.), Ankara: Pegem Akademi.
  • Robson, C. (2017). Bilimsel araştırma yöntemleri; gerçek dünya araştırması. (R. Çınkır & N. Demirkasımoğlu, Trans.). Ankara: Anı Yayıncılık.
  • Tangülü, Z., Tosun, A., & Topkaya, Y (2015). Investigation of secondary school 7th grade students’ social sciences lesson, change and continuity perception skill levels. The Journal of International Education Science, 2(4), 348-357.
  • Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şenol Mail Pala 0000-0002-0489-9557

Yayımlanma Tarihi 30 Mart 2021
Gönderilme Tarihi 16 Aralık 2020
Kabul Tarihi 18 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Pala, Ş. M. (2021). The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies. Review of International Geographical Education Online, 11(1), 134-150. https://doi.org/10.33403/rigeo.841493
AMA Pala ŞM. The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies. Review of International Geographical Education Online. Mart 2021;11(1):134-150. doi:10.33403/rigeo.841493
Chicago Pala, Şenol Mail. “The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies”. Review of International Geographical Education Online 11, sy. 1 (Mart 2021): 134-50. https://doi.org/10.33403/rigeo.841493.
EndNote Pala ŞM (01 Mart 2021) The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies. Review of International Geographical Education Online 11 1 134–150.
IEEE Ş. M. Pala, “The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies”, Review of International Geographical Education Online, c. 11, sy. 1, ss. 134–150, 2021, doi: 10.33403/rigeo.841493.
ISNAD Pala, Şenol Mail. “The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies”. Review of International Geographical Education Online 11/1 (Mart 2021), 134-150. https://doi.org/10.33403/rigeo.841493.
JAMA Pala ŞM. The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies. Review of International Geographical Education Online. 2021;11:134–150.
MLA Pala, Şenol Mail. “The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies”. Review of International Geographical Education Online, c. 11, sy. 1, 2021, ss. 134-50, doi:10.33403/rigeo.841493.
Vancouver Pala ŞM. The Place of Change and Continuity Perception, Time and Chronology Perception Skills in the Curriculum of the Social Studies. Review of International Geographical Education Online. 2021;11(1):134-50.
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