Makale özeti ve diğer detaylar.
Bu araştırmanın amacı, ilköğretim 7. sınıf Sosyal Bilgiler Öğretim Programı'nı öğretmen görüşlerine göre değerlendirmektir. Araştırma, Malatya il merkezindeki resmi ve özel ilköğretim okullarında 2009–2010 eğitimöğretim yılında görev yapan toplam 134 Sosyal Bilgiler öğretmeni üzerinde yürütülmüştür. Nicel karakter arz eden bu araştırmada veriler, beşli derecelendirilmiş likert türü maddelerden oluşan ölçekle elde edilmiştir. Bu şekilde elde edilen verilerden demografik olanlar frekans ve yüzde alma tekniği ile analiz edilmiştir. Sosyal Bilgiler Öğretim Programı'na yönelik öğretmen görüşleri ise, aritmetik ortalama ve standart sapma ile çözümlenmiştir. Öğretmen görüşlerinin cinsiyet, görev yapılan okul türü ve mesleki kıdem değişkenlerine göre anlamlı farklılık gösterip göstermediği ise, parametrik maddelerde "t, testi ve Anova ile parametrik olmayan maddelerde MWU ve KWH testleri ile analiz edilmiştir. Farklılığın hangi gruplar arasında olduğunu belirlemek için de, scheffe, LSD ve Mean Rank kullanılmıştır. Verilerin analizinden, öğretmenlerin Sosyal Bilgiler dersini ağırlıklı olarak geleneksel sunuş ile araştırma-inceleme stratejileri ile işledikleri belirlenmiştir. Öğretmenlerin, soru-cevap yöntemini her zaman, tartışma, örnek olay, beyin fırtınası ve problem çözme yöntemlerini ise sık sık kullandıkları anlaşılmıştır. Ayrıca dersleri çağdaş eğitim ilkelerine uygun olarak işleyen öğretmenlerin, daha çok geleneksel materyalleri kullanmayı tercih ettikleri ve internetten fazlaca yararlanmadıkları anlaşılmıştır. Araştırmada ulaşılan diğer bir sonuç da, bayan öğretmenlerin, erkeklere göre; özel okul öğretmenlerinin de, resmi okul öğretmenlerine göre daha çok çağdaş yöntem ve materyal kullandıkları şeklindedir.
Problem Statement: The social sciences course is quite important for the quality of individuals' lives and democratic society. The content of this course, which tries to establish a balance between the needs of individual and the expectations of the society, consists of the disciplines of history, geography, economy, sociology, philosophy and psychology. The social sciences course is offered between the 4th and 8th years of primary schools as the major (mihver) course. The curriculum of this course, which has changed many times in the past, was restructured in 2004 by the Ministry of Education. In the restructuring, external dynamics, such as global trends and the EU criteria, and internal dynamics, such as increasing the quality of education and the awareness of economy and democracy in education, were the influential factors. The most important change in the new social sciences curriculum introduced with this restructuring, which is regarded as a reform by the Ministry of Education, is the transition from a teacher-centered traditional behaviorist approach to a student-centered constructivist approach. While the new social sciences curricula are considered a change in paradigm by some groups, they are regarded as a breaking point by those who criticize the curricula. The new curricula are mostly discussed among academicians, but the views of teachers who implement the new curricula in their classes are not known. This situation leads to a deficiency in the implementation phase of the curricula. Therefore, determining the views of teachers on the efficiency of the new social sciences curricula is of great importance in terms of overcoming the deficiency. Purpose of the Study: The aim of this study is to evaluate the primary school 7th year social sciences curriculum in terms of teachers' views. Methods: This study, which is a quantitative one, was carried out in accordance with the descriptive model. The population of the study consists of a total of 139 social sciences teachers working in sixty-three state schools and five private schools in the city centre of the province of Malatya in 2009-2010 education years. As almost all the teachers in the population (n=134) were reached, it wasn't necessary to take a separate sampling. The data for the study were obtained through a five-item Likert scale, the validity and reliability of which was ensured. In the analyses of the data, frequency, percentage, mean and standard deviation were used together with a t-test, MWU, Anova and KWH in accordance with whether the items were parametrical (homogenous) or not. To determine whether or not there were significant differences among the views of teachers, Scheffe, LSD and Mean Rank were used. Findings and Discussions: In the study, it was determined that the teachers often use presentation and research strategies and they sometimes use discovery strategy. It was also discovered that teachers always use question– answer method and again they often use discussion, case study, brainstorming and problem-solving as a method or technique. Another finding was that teachers sometimes use drama strategy and they rarely use tripobservation and resource person methods. For the teaching phase, it was understood that during the class teachers always attract students' attention, explain the purpose, engage the students in the class, guide the students, make use of past experiences and relate them to life, remediate the deficits and summarize the lesson. Again, it was discovered that teachers often talk about the next class and give homework. In the study, it was found that teachers often use board, map globe, chart-graphics, time-date strip and printed materials; they sometimes use models and they rarely use internet, TV and video in social sciences classes as in-class materials. Conclusions and Recommendations: The findings of the study showed that social sciences classes were taught using traditional strategies, methods and techniques despite the innovation and change claims of the Ministry of Education. Similarly, it was determined that teachers didn't use materials outside the traditional ones as in-class teaching materials. This case, which showed that the change introduced by the Ministry of Education in 2004 hasn't been fully put into practice in the classes, casts doubt on the efficiency of the new social sciences curricula's implementation. The Ministry of Education should remediate the deficiencies of teachers in selecting and using teaching strategies, methods and techniques together with teaching materials so as to increase the efficiency of the curricula in question.