TÜRK VE AMERİKAN SOSYAL BİLGİLER ÖĞRETMEN ADAYLARININ KÜLTÜREL MİRAS EĞİTİMİNE YÖNELİK TUTUMLARININ KARŞILAŞTIRILMASI

Kültürel miras kavramı son yıllarda önemi giderek artan bir kavramdır. Kültürel mirasın korunması için birçok uluslararası kurum çalışmaktadır. Aynı zamanda birçok ülke de kendi kültürel mirasını korumak için çeşitli tedbirler almaktadır. Bu tedbirler arasında son zamanlar da eğitimin rolü ön plana çıkmaktadır. Kültürel mirasın korunmasın en önemli faktörlerden birinin bu konuda bilinçli bireyler yetiştirmek olduğu çeşitli kurumlar ve otoriteler tarafından vurgulanmaktadır. Kültürel miras konuları bu bakımdan okul ders programlarına kadar girmiştir. Bu derslerden birisi de sosyal bilgiler dersidir. Sosyal bilgiler dersinin amaçlarından birisi de kültürel miras konusunda bilinçli vatandaşlar yetiştirmektir. Sahip oldukları fikirler ile gelecek nesilleri etkileyecek olan sosyal bilgiler öğretmen adaylarının kültürel miras eğitimine yönelik tutumları önemli görülmektedir. Bu çalışmanın amacı Türk ve Amerikan sosyal bilgiler öğretmen adaylarının karşılaştırmaktır. Çalışmanın verileri nicel ve nitel veri toplama araçları kullanılarak toplanmıştır. Nicel verileri toplamak için Kültürel Miras Eğitimi Tutum Ölçeği kullanılmıştır. Nitel veriler dört açık uçlu soru vasıtasıyla toplanmıştır. Araştırma bulgularına göre hem Türk hem de Amerikan sosyal bilgiler öğretmen adaylarının kültürel miras eğitimine yönelik başlangıçta oldukça yüksek olumlu tutuma sahip oldukları görülmüştür. Nitel sonuçlar karşılaştırıldığında ise hem Türk hem de Amerikan sosyal bilgiler öğretmen adaylarının tarih yerleri değerli bir öğretim ve öğrenim aracı olarak gördükleri ortaya çıkmıştır. Hem Türk hem de Amerikan sosyal bilgiler öğretmen adaylarının tarihi yerleri korumanın önemli olduğunu düşündükleri görülmüştür

THE COMPARISON OF TURKISH AND AMERICAN PRE- SERVICE SOCIAL STUDIES TEACHERS’ ATTITUDES TOWARD HERITAGE EDUCATION

The concept of cultural heritage is a concept increasingly important in recent years. Many international institutions have been worked for long time for the protection of cultural heritage. At the same time to preserve their cultural heritage in many countries are taking various measures. Among these measures the role of education has come to the fore in recent years. Various agencies and authorities emphasized that to educate awareness individuals about protection of cultural heritage is one of the most important ways. In this regard cultural heritage issues have been put up to the school curriculums. Social studies lesson is one of these curriculums. One of the goals of the Social Studies courses is to educate conscious citizens about cultural heritage. In this respect, it is seeing important that pre-service social studies’ attitudes heritage education because whit their views they will affect future generations. The purpose of the current study is to compare the attitudes of Turkish and American pre-service social studies teachers’ toward heritage education. In this study, the authors collected the data from both quantitative and qualitative instruments, including attitude surveys completed before and after classroom activities and a field trip. We found that both Turkish and American pre-service social studies teachers already had highly positive attitudes toward inclusion of heritage education. Therefore, there was not statistically meaningful difference between pretest and posttest. When we compared quantitative results both American and Turkish preservice social studies reported that they found the historical places to be valuable teaching and learning tools. Both Turkish and American pre-service social studies teachers indicated that preserving historical places is important

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