Sosyal Bilgiler Öğretiminde Kanıt Temelli Öğrenme Uygulamaları

Sosyal Bilgiler öğretimi araştırmaları üzerine yapılan literatür taramasında, öğrencilerde üst düzey düşünmeyi geliştirmeye yönelik sınırlılıklar olduğu tespit edilmiştir. Literatürde bu sınırlılıklar altı başlık altında toplanmıştır; bilgi aktarımı olarak öğretim, müfredatın kapsamı, öğretmenlerin öğrenci algıları, kalabalık sınıflar, planlama zamanı eksikliği ve öğretmen izolasyonu kültürü. Bu belirtilen her bir sınırlılık, öğrencilerin üst düzey düşünme becerilerinin teşvik edilmesini olumsuz yönde etkilemektedir. Bu nedenle, bu çalışmada bahsedilen sınırlılıkların üstesinden gelmek ve öğrencilere entelektüel potansiyellerini keşfetme imkânı sağlamak için Kanıt Temelli Öğrenme yönteminin kullanılmasına karar verilmiştir. Kanıt Temelli Öğrenme, öğretmenler tarafından öncelikle öğrencilerin eleştirel düşünce becerileri edinmelerine, önceki öğrenmeden edindikleri bilgileri düşünmelerine ve işlemelerine yardımcı olmak için kullanılmaktadır. Bu çalışmanın temel amacı, kanıt temelli öğrenmenin sosyal bilgiler öğretmen adaylarında üst düzey düşünce becerilerinin geliştirilmesine etkisini ortaya koymaktır. Bu çalışmada iki olgu vurgulanmaya çalışılmıştır; Birincisi öğrencilerin üst düzey düşünce becerilerinin kanıta dayalı öğrenme stratejileri ile nasıl geliştirilebileceğini ortaya koymak. İkincisi ve belki de daha da önemlisi, öğretmen adaylarına sosyal bilgilerin ne olduğunu ve bu bilginin gelecekteki öğrencilerine nasıl aktarılabileceğini deneyimleme imkânı sunmaktır. Bu çalışma nitel verilere dayalı olarak gerçekleştirilmiş betimsel bir çalışmadır. Çalışma, nitel araştırma desenlerinden olgu bilime (fenomenoloji) göre desenlendirilmiştir. Araştırmanın çalışma grubunu, bir devlet üniversitesinde 2016-2017 eğitim-öğretim yılı içinde “Özel Öğretim Yöntemleri” dersini almakta olan 90 sosyal bilgiler öğretmen adayından rastgele örneklem yoluyla seçilen 18 öğretmen adayı oluşturmuştur. Çalışmanın örneklemi, sınıf listesinden her beşinci öğretmen adayının seçilmesiyle belirlenmiştir. Bu nitel çalışmanın verileri araştırmacı tarafından geliştirilen 3 açık uçlu soru ile toplanmıştır. Bulgular, kanıt temelli öğrenme ile öğretmen adaylarında “neden sonuç ilişkisi kurma” “kanıta dayalı akıl yürütme”, “değişim ve sürekliliği algılama”, “iletişim”, “karar verme”, “eleştirel düşünme”, “üst düzey düşünme” ve “empati” becerilerinin geliştirilebileceğini göstermiştir. Araştırmanın sonuçları ayrıca, kanıta dayalı öğrenme uygulamasının eğitimciye geleneksel rol ve sınıf ortamından daha öğrenci merkezli yaklaşımlar ve daha demokratik sınıf atmosferi benimsemesine yardımcı olduğuna işaret etmiştir.

Evidence Based Learning Applications in Social Studies Education

Problem statement: Based on the social studies research literature, some critiques have been found that the social studies curriculum is often divided into discrete pieces of information and is focused on the memorization of events. Moreover, it has been found out that there are limitations to develop of higher order thinking in social studies courses. In the literature six dominant barriers to the promotion of higher order thinking were identified. Six barriers emerged: instruction as knowledge transmission, a curriculum of coverage, teacher perceptions of students, a large number of students, lack of planning time, and a culture of teacher isolation. Each barrier negatively impacts the promotion of students’ higher order thinking. For these reasons in this study it has been decided to use Evidence Based Learning to overcome these barriers and give opportunities students to discover their intellectual potential. The key approach of this study is to reveal the methodology of social sciences and the systematic generation of information in this multi-disciplinary course while developing the student teachers’ critical and higher order thinking skills towards this process. In this context, the main emphasis is to introduce to students social science research, analysis and interpretation process and aims to develop students' experiences and skills related to this process. Thus, students may see that the knowledge is not objective in social studies teaching, but it is a tool for the development of skills related to the social studies lessons. For this reason, this study will focus on the improvement of the students’ understanding of what the social study is through implementation of evidence based learning. Purpose of the study: This study investigates the use of the evidence based learning in teacher training programs and analyses the contribution of evidence based learning implementation to student teachers. This text is meant to highlight two facts; first, it demonstrates how students’ skills, which related to social studies lessons, can grow with evidence based learning strategies. Second, and perhaps more importantly, this study illustrates the need for student teachers to clearly understand what the social study is and how this knowledge can be transferred to their students in the future. In this study, throughout the semester, presenting evidence and studying the evidence-based activities with student teachers is the key approach. In the study, it is also aimed to introduce the research, analysis and interpretation processes of social science to student teachers and to establish for them the experience and skills related to these processes. Thus, when student teachers examine controversial topics in social studies lessons, they will recognize that there is no absolute truth in these sciences. Students will understand that they should question the reliability of evidence that have possible prejudices stemming from perspectives, values, beliefs, and ideological attitudes. Method: This study is a descriptive study based on qualitative data. The study was designed according to phenomenology (phenomenology) which is a qualitative research designs. The sample consists of 18 third grade social studies student teachers, who were randomly chosen from a sample of 90 students by selecting every fifth student on the classroom list of a semester-long course in the 2016-2017 academic years at a state university in Turkey. This is a qualitative research study based on three open-ended questions. Findings and Results: The results of the research show that student teachers’ skills which are “higher order thinking", "decision making", "critical thinking", "establishing cause-effect relationships", "evidence based reasoning", "perception of change and continuity", "communication", “empathy” could develop by evidence based learning. The results of the research also show that evidence-based learning practices have created a more democratic classroom atmosphere and improved respect, tolerance towards different perspectives and cooperation between student teachers. In addition it has also been discussed to conceptualize the critical dimensions of evidence-based learning activities from the perspective of student teachers. Conclusions and Recommendations: While "facts" exist and “consensus” can be found on certain interpretations of events and phenomenon in the social sciences, more typically there exists disagreement and debate. Knowledge is actually being constructed, challenged, and recast constantly. But a steady diet of narrative, authoritarian accounts of subject matter from both college instructor and college text can produce uncritical consumers of facts, events, ideas, generalizations, and theories/ the origins of which remain unexamined and unchallenged. In this respect, evidence-based learning can be seen as an alternative form of teaching for students to understand of the interpretive nature of social science. Implementations of evidence-based learning in social studies can be seen as an activity that will encourage students to create a personal sense of identity, value and to encourage having personal attitude. When evidencebased strategy used in social studies lessons, students will not need to memorize as a passive receiver position. In contrast, students will understand the methodology of this discipline by participating actively in the process of producing information and comments as a little scientist. In addition, students will gain the multiple perspectives approach of the problems faced.

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