How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals

ÜLKÜ S. KARABULUT (Celal Bayar Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Manisa, Türkiye)
Eurasian Journal of Educational Research
11 3
Yıl: 2012 Cilt: 12 Sayı: 49 Sayfa Aralığı: 197 - 214 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals

Öz:
Problem DurumuEleştirel düşünmeyi öğretmek sosyal bilgiler eğitiminin önemli amaçlarından biridir. Sosyal bilgiler alanyazını incelendiğinde eleştirel düşüncenin öneminin sürekli vurgulandığı, yıllar boyunca eleştirel düşünceyi öğretmekle ilgili birçok makalenin yayınlandığı ve dolayısıyla geniş bir literatür kaynağının birikmiş olduğu görülür. Fakat bu bilgi birikimine rağmen, sosyal bilgiler alanında eleştirel düşünceyi öğretme konusunda yapılmış araştırmalar bu alanda süregelen başarısızlığı da ortaya koymaktadır.Araştırmanın AmacıBu çalışmanın temel amacı Social Studies, Social Studies and the Young Learner, ve Middle Level Learning adıyla NCSS tarafından yayımlanmakta olan üç büyük dergiyi inceleyerek sosyal bilgiler eğitiminde eleştirel düşünmeyi öğretmek için başarılı olduğuna inanılan sınıf uygulamalarının ve bu alanda araştırmalar yapmış, sosyal bilgiler alanına yön veren kişiler tarafından önerilmiş yöntemlerin belirlenmesidir. İkinci amaç da, eleştirel düşünceyi öğretmekle ilgili oluşmuş otuz yıllık kapsamlı bilgi birikimine ulaşıp analiz etmek ve bu bilgi kaynağını sosyal bilgiler eğitimi alanı çalışanlarının istifadesine sunmaktır.Bu çalışmada tarihsel analiz yöntemi kullanılmıştır. NCSS tarafından çıkarılan söz konusu üç dergide 1977 ve 2006 tarihleri arasında yayınlanmış olan makaleler belirlenmiş, incelenmiş, ve analiz edilmiştir.Araştırmanın ilk basamağında sosyal bilgiler alnında yapılmış araştırmalara ve daha önceki literatür taramalarına dayanılarak (örneğin Cornbleth, 1985; Parker, 1991; McKay ve Gibson, 2004) düşünme, eleştirel düşünme, karar verme, ve problem çözme terimleri anahtar kelimeler olarak belirlenmiştir. Adı geçen dergilerin arşivlerine ulaşılarak bu anahtar kelimeler araştırılmış ve ardından ilgili makaleler tespit edilmiştir.Belirlenmiş 30 yıllık zaman aralığında Social Studies, Social Studies and the Young Learner, ve Middle Level Learning dergilerinde yayımlanmış makaleler arasından toplam yüz otuz iki (132) makale seçildi ve şu sorulara cevap bulunmak için kullanılmıştır: yıllar boyunca hangi öğretme yöntem veya yöntemleri sosyal bilgiler araştırmacıları tarafından eleştirel düşünceyi öğretmek için faydalı bulunmuş veya önerilmiştir? Araştırmacılar hangi yöntemleri vurgulamışlardır? Eleştirel düşünceyi öğretmek için sosyal bilgiler araştırmacılarının önerdikleri yöntem veya yöntemler arasında bir ortaklık veya farklılık var mıdır? Yıllar boyunca sosyal bilgiler araştırmacılarının eleştirel düşünceyi öğretmek ile ilgi yaklaşımları değişmişmidir?Araştırmanın BulgularıYayınlanmış makalelerin analizlerinin sonunda eleştirel düşünmeyi öğretmekle ilgili araştırmacıların genel olarak aynı öğretim metotlarını tekrar ettikleri ve bir takım ortak noktaları vurguladıkları sonucuna ulaşıldı. İncelenen makalelerde tekrar eden öğretim yöntemleri belirlenerek ve bunlar üç başlık altında toplandı. Otuz yıllık süreçte yayınlanmış makalelerde araştırmacılar eleştirel düşünmeyi öğretmek için aktif öğretme metotlarını tekrar etmiş ve eleştirel düşünmeyi öğretmek için1-tartışma yöntemlerinin kullanılmasını,2-yazma etkinliklerinin kullanılmasını,3-soru sormanın kullanılmasını önermişlerdir.Bunun yanı sıra 1987 den başlayan ve devamındaki yirmi yıllık süreçte eleştirel düşünceyi öğretmek için teknolojinin ve sorgulama yönteminin kullanılması vurgulanmıştır. Bu bulguların yanı sıra sınıf atmosferinin gerekli ilgiyi almadığı görülmüştür.Araştırmanın Sonuçları ve ÖnerilerBu araştırmada sosyal bilgiler sınıflarında eleştirel düşünmeyi öğretmek için tartışma metotlarının, yazma etkinliklerinin ve soru sorma yönteminin kullanılmasının gerekliliği bulunmuştur. Her ne kadar otuz yıllık bilgi birikiminin analiz bulguları bu üç yöntemi vurgulamış olsa da bu yöntemlerin sosyal bilgiler dersinde uygulanmasının öğrencilerin eleştirel düşünme becerisi üzerindeki etkisinin nicel ve nitel araştırma yöntemleri kullanılarak incelenmesine ihtiyaç vardır. Buna ek olarak sınıf atmosferinin de eleştirel düşünme üzerindeki etkisi de araştırılmalıdır.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Sosyal bilgiler eğitiminde eleştirel düşünme nasıl öğretilmeli: Üç NCSS dergisinin incelenmesi

Öz:
Problem Statement: Teaching a student critical - thinking skills has always been an important mission of social studies education. Over the years, literature and scholarly interest in critical-thinking in social studies have grown sporadically. Nevertheless, growing interest in the literature and commitment among the scholars did not ensure successful teaching of critical-thinking in classrooms. In fact, research evidence clearly indicates that the teaching of critical-thinking skills in a social studies classroom has been problematic and unsuccessful. Purpose of study: The purpose of this study was to identify approaches that social studies scholars believed or suggested to be more likely and predictive of success in the teaching of critical-thinking in social studies classrooms. A corollary purpose of this study is to provide a comprehensive resource for social studies scholars concerning ways to promote critical-thinking in classrooms. Methodology: In this study, historical analysis method was used. Journal articles published between 1977 and 2006 in three major journals of NCSS, namely, Social Education, Social Studies and the Young Learner, and Middle Level Learning were examined and analyzed. A total of one hundred thirty two (132) articles were identified and used to answer the following research questions: Over the years what method(s) have social studies scholars identified or suggested as beneficial for promoting criticalthinking in classrooms? What methods have they emphasized? Is there a commonality or divergence among the suggested method(s) for promoting critical-thinking? How have scholars’ approaches for promoting critical-thinking changed, (if at all)?Findings: Analysis of the data indicated that to foster critical-thinking, three patterns – the use of classroom discussions, writing activities, and questions – persisted in the literature and were believed to be essential. Scholars highlighted the role of technological developments and inquiry into methods of the teaching of critical-thinking as well. However, it was also found that the role of classroom context or classroom atmosphere did not receive much scholarly attention. Overall, social studies scholars’ views on promoting critical-thinking have shown more commonality than divergence. Conclusion: The result of this study revealed that the use of classroom discussions, writing activities, and questions should be utilized more in social studies classrooms to promote critical-thinking. However, more studies are needed to examine the effects of discussions, writing activities, and questions on the development of critical-thinking skills. Additionally, the role of classroom context or classroom atmosphere should also be investigated.
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA KARABULUT Ü (2012). How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. , 197 - 214.
Chicago KARABULUT ÜLKÜ S. How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. (2012): 197 - 214.
MLA KARABULUT ÜLKÜ S. How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. , 2012, ss.197 - 214.
AMA KARABULUT Ü How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. . 2012; 197 - 214.
Vancouver KARABULUT Ü How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. . 2012; 197 - 214.
IEEE KARABULUT Ü "How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals." , ss.197 - 214, 2012.
ISNAD KARABULUT, ÜLKÜ S.. "How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals". (2012), 197-214.
APA KARABULUT Ü (2012). How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. Eurasian Journal of Educational Research, 12(49), 197 - 214.
Chicago KARABULUT ÜLKÜ S. How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. Eurasian Journal of Educational Research 12, no.49 (2012): 197 - 214.
MLA KARABULUT ÜLKÜ S. How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. Eurasian Journal of Educational Research, vol.12, no.49, 2012, ss.197 - 214.
AMA KARABULUT Ü How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. Eurasian Journal of Educational Research. 2012; 12(49): 197 - 214.
Vancouver KARABULUT Ü How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals. Eurasian Journal of Educational Research. 2012; 12(49): 197 - 214.
IEEE KARABULUT Ü "How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals." Eurasian Journal of Educational Research, 12, ss.197 - 214, 2012.
ISNAD KARABULUT, ÜLKÜ S.. "How to teach critical-thinking in social studies education: an examination of three ncss journals how to teach critical-thinking in social studies education: An examination of three ncss journals". Eurasian Journal of Educational Research 12/49 (2012), 197-214.
Sayfa Oluşturulma Tarihi
22-04-2024 18:17

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