Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum

Kibar AKTIN (Sinop Üniversitesi, Sosyal Bilgiler Eğitimi Bölümü, Sinop, Türkiye)
Review of International Geographical Education
2 1
Yıl: 2020 Cilt: 10 Sayı: 3 Sayfa Aralığı: 373 - 399 Metin Dili: İngilizce DOI: 10.33403rigeo.705615 İndeks Tarihi: 07-06-2021

Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum

Öz:
The Social Studies course covers many opportunities for students to actively learn-by-doing and learn-by-living outside of the school and classroom environments. In this context, the present study aims to identify how the Social Studies Curriculum in Turkey (Ministry of National Education [MoNE], 2018) supports learning in environments outside of the school; the study also aims to determine the extent to which such learning opportunities are actualized in the activities found in the Social Studies textbookspublished during 2019. The current study adopts a qualitative document analysis method. The textbooks to be examined for this study are the Social Studies 4th Grade to 7th Grade textbooks which are printed in 2019 and prepared by different authors and publishing houses. Such textbooks are also listed on Education Information Network (EBA), an official website affiliated with the Ministry of National Education, and the current Social Studies Curriculum (MoNE, 2018). It was determined as a result of the study that most of the activities related to out-of-school teaching and learning in the Social Studies Curriculum (MoNE, 2018) occur at 4th Grade and 5th Grade; also the number of such activities gradually decrease across higher year or grade levels. The greatest amount of activities related to out-of-school education in the Social Studies textbooks are found in the 5th Grade. Homework activities, and other activities such as trip-observations, project assignments, oral history, local history, research assignments supported by family participation, and out-of-school activities including interviews were found in these textbooks. Homework is used the most among the out-of-school learning focused activities. Results from the study concludes that many out-of-school activities covered in the Social Science textbooks are carried out as classroom activities because of the uncertainty about how learning can be achieved in out-of-school learning environments. In contrast, numerous gains are specified by out-of-school education, therefore such gains have been transformed into out-of-school activities in the textbooks for the Social Studies curriculum.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Akkus, A. & Meydan, A. (2013). Evaluation of historical and geographical space applications in social studies education. International Journal of Eurasian Social Sciences, 4(13), 14- 30.
  • Aktın, K. & Sahin, S. (2019). Canada (Ontario) social studies curriculum and teaching in the context of Turkey compared to non-school social studies education program. In G. Gürgen, S. Keleşoğlu, S. Malkoç, T. Ayantaş (Eds.) 8. International Social Studies Education Symposium Full Text Book (pp.175-189). Ankara: Ankara Üniversitesi:
  • Aktın, K. & Tekir, H. S. (2018). Social studies teacher candidates' experiences about making oral history. International Online Journal of Educational Sciences, 10(2), 295-310.
  • Altın, B. N. & Demirtaş S. (2009). Out-of-class educational activities in social studies lesson (Museum and Field Studies). In M. Safran (Eds.), Social studies education (pp. 509- 543). Ankara: Pegem Academy.
  • Anderson, D., Kisiel, J. & Storksdieck, M. (2006). Understanding teachers ’perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 366-386.
  • Article text. Article text. Article text. Article text. Article text. Article text. Article text. Article text. Ata, B. (2002). History teaching with museums and historical sites: History teachers' views on “museum education”. (Unpublished doctoral dissertation) Gazi University Institute of Social Sciences, Ankara.
  • Azer, H. (2019). 7th grade social studies textbook. Ankara: Ekoyay.
  • Çengelci, T. (2013). Social studies teachers' opinions about learning outside the classroom. Educational Sciences: Theory & Practice, 13 (3), 1823-1841.
  • Çepni, O. & Aydın, F. (2015). Social studies teachers' views on out-of-school environments. The Journal of Academic Social Science Studies, 39, 317-335.
  • Coşkun, Keskin, S., & Kaplan, E. (2012). Toy museums as an out-of-school learning environment in social studies and history education. Electronic Journal of Social Sciences, 11(41), 95-115.
  • Çulha, B. (2006). Students' views on teaching social studies through learning by exploring in historical places. (Unpublished master thesis). Dokuz Eylül University Institute of Educational Sciences, Izmir.
  • Demircioğlu, İ. H. & Demircioğlu, E. (2015). The use of the historical environment in out-ofschool social studies teaching. In A. Şimsek and S. Kaymakcı (Eds.), Teaching in Outof- School Social Studies (pp. 99-111). Ankara: Pegem Academy.
  • Dere, İ. & Alkaya, S. (2017). Oral history teaching of medical history subjects in social studies lessons. Journal of History Culture and Art Research, 6(6), 504-522. doi: http: //dx.do of. org / 10.7596 / taksad.v6i6.1198
  • Dere, İ. & Kızılay, N. (2017). The use of oral history in the research of family history: Primary school students' experiences. Turkish History Education Journal, 6(2), 294-323.
  • Dere, İ. (2017). Oral history as a learning and teaching method in social studies lessons. Unpublished doctoral dissertation, Uşak University Institute of Social Sciences, Uşak.
  • Dillon, J., Rickinson, M., Teamey, K., Morris, M. Choi, M. Y., Sanders D., et al. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87(320), 1-5.
  • Dinç, E., Erdil, M. & Keçe, M. (2011). Examining the interests and awareness of Uşak university students about historical and cultural artifacts. Uşak University Journal of Social Sciences, 4(2), 279-297.
  • Easch, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2). DOI: 10.1007 / s10956-006-9027-1.
  • Foran, A. (2008). An outside place for social studies. Canadian Social Studies, 41(1), 1-9.
  • Gökkaya, A. K. & Yeşilbursa, C. C. (2009). The effect of the use of historical places on academic achievement in teaching social studies. Turkish Journal of Educational Sciences, 7(2), 483-506.
  • Göksu, M. M. & Somen, T. (2018). Opinions of social studies prospective teachers on out-ofschool learning. European Journal of Educational Research, 7(4), 745 - 752. doi: 10.12973 / eu-jer.7.4.745.
  • Gül, O. K. & Yorulmaz, D. (2016). Use of non-school environments as part of the social studies lesson: One day at the boarding Çorum archeology museum. ZfWT, 8(3), 193-216.
  • Gulec, S. & Alkis, S. (2003). Communicative dimension of museum visits in social studies education. Journal of Uludağ University Faculty of Education, 17(1), 63-78
  • Gülersoy, A. A. (2013). Investigation of social studies textbooks in terms of some features in search of ideal textbooks. International Journal of New Trends in Arts, Sports & Science Education 2(1), 8-26.
  • Güneş, F. (2014). Homework discussions in education. Bartın University Faculty of Education Journal, 3(2), 1- 25.
  • Kabapınar, Y. (2015). Looking at learning outside the school in social studies curriculum: hey place classroom for us, everywhere learning environment for us. In A. Şimsek and S. Kaymakcı (Eds.), Teaching in Out-of-School Social Studies (pp. 43-73). Ankara: Pegem Academy.
  • Karadoğan, S. (2017). Classroom and out-of-school learning practices and problems in education. In R. Aksu (Eds.). Academic assessments and solutions for educational problems in Turkey (pp. 49-84). Ankara: Maya Academy
  • Karakaş, N. & Şahin, Ö. S. (2017). The effect of out of class activities on student achievement in social studies course. Ahi Evran University Kırşehir Journal of Education Faculty, 18(3), 324-347.
  • Kincheloe, J. (2001). Getting beyond the facts: Teaching social studies / social sciences in the twentyfirst century. New York: Peter Lang.
  • Malkoç, K. & Kaya, E. (2015). Use of out-of-school school environments in teaching social studies. Elementary Education Online, 14(3), 1079-1095.
  • Malkoç, S. (2014). Use of out-of-school school environments in teaching social studies. Unpublished master thesis. Anadolu University Institute of Educational Sciences, Eskişehir.
  • Mayoh K. & Knutton S. (1997). Using out-of-school experience in science lessons: Reality or rhetoric? International Journal of Science Education, 19(7), 849-867 DOI: 10.1080 / 0950069970190708.
  • Meydan, A. & Akkus, A. (2014). The importance of museum visits in teaching social studies to gain historical and cultural values. Marmara Geography Magazine, 29, 402-422.
  • Miles, M. B. & Huberman, A. M. (2016). An extended resource book: Qualitative data analysis. S. Akbaba Altun and A. Ersoy (Trans. Eds.). Ankara: Pegem Academy.
  • Naylor, D. T. & Diem, R. (2001). Elementary and middle school social Studies. London: Mc Graw Hill.
  • NCSS [National Council for the Social Studies] (2014). Retrieved 12/1/2020 from https://www.socialstudies.org/standards/national-curriculum-standards-socialstudies- introduction.
  • Ok, M. & Çalışkan, M. (2019). Homework: Teachers, students and parents opinions. OPUS – International Journal of Community Research, 11(18), 594-621. DOI: 10.26466 / opus.544599.
  • Öner, G. & Öztürk, M. (2019). Science centers as out-of-school learning and teaching spaces: Social studies teacher candidates' experience. Eskişehir Osmangazi University Journal of Social Sciences, 20, 1109-1135. DOI: 10.17494 / oguSSd.555135.
  • Oner, G. (2015). Examination of social studies teachers' views on out-of-school history teaching. TUHED, 4(1), 89-121.
  • Öztürk, N. & Altan-Bozkurt, E. (2019). An out-of-school learning environment: Sinop children's university. International Journal of Humanities and Education (Ijhe), 5(10), 370-381.
  • Öztürk, N., Altan-Bozkurt, E. & Tan, S. (2020). Investigation of secondary school students' evaluations about their contribution to the project "I am preparing for the future: I am looking for solutions to problems". Journal of National Education, 49(225), 153- 179.
  • Şahin, E. (2019). Grade 5 social studies textbook. Ankara: Anadol Publishing.
  • Saraç, H. (2017). Research carried out for the school's learning environment in Turkey: Content analysis study. Journal of Educational Theory and Practice Research, 3(2), 60- 81.
  • Şimşek, A. & Kaymakcı, S. (2015). The purpose and scope of out-of-school social studies education. In A. Şimsek and S. Kaymakcı (Eds.), Teaching in social studies outside of school (pp. 1-13). Ankara: Pegem Academy.
  • SSC (2018). Social studies curriculum primary and secondary school grades 4, 5, 6 and 7. Ankara: T.C. Ministry of Education.
  • Taylor, C., Power, S. & Rees, G. (2009) Out ‐ of ‐ school learning: the uneven distribution of school provision and local authority support. British Educational Research Journal, 36(6) 1017-1036, DOI: 10.1080 / 01411920903342046.
  • Tokcan, H. (2015). Out-of-school social studies teaching and learning theories. In A. Şimsek and S. Kaymakcı (Eds.), Teaching in social studies outside of school (pp. 15-42). Ankara: Pegem Academy
  • Topçu, E. (2017). Out-of-school learning environments in teaching social studies: A phenomenological study with prospective teachers. International Education Studies, 10(7), 1-27.
  • Topçubaşı, T., Gökçedağ, O. & Gündüz, G. (2017, May). Opinions of classroom teachers about the efficiency of homework in primary school. 16. International Classroom Teacher Education Symposium, Lefke, KKTC.
  • Tüysüz, S. (2019). 4th grade social studies textbook. Ankara: Tuna Printing.
  • Yazıcı, F. & Yıldırım, T. (2017). Examination of the relationship between out-of-school history teaching and social intelligence by path analysis. Ahi Evran University Kirsehir Education Faculty Journal (KEFAD), 18(2), 733-755.
  • Yeşilbursa, C. C. (2006). Teaching of history subjects using historical places in social studies lesson. (Unpublished master thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Yıldırım, A. & Şimşek, H. (2008). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yıldırım, C., Kaplan, F., Kuru, H. & Yılmaz, M. (2019). 6th grade social studies textbook. Ankara: Ministry of National Education.
APA AKTIN K (2020). Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. , 373 - 399. 10.33403rigeo.705615
Chicago AKTIN KIBAR Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. (2020): 373 - 399. 10.33403rigeo.705615
MLA AKTIN KIBAR Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. , 2020, ss.373 - 399. 10.33403rigeo.705615
AMA AKTIN K Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. . 2020; 373 - 399. 10.33403rigeo.705615
Vancouver AKTIN K Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. . 2020; 373 - 399. 10.33403rigeo.705615
IEEE AKTIN K "Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum." , ss.373 - 399, 2020. 10.33403rigeo.705615
ISNAD AKTIN, KIBAR. "Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum". (2020), 373-399. https://doi.org/10.33403rigeo.705615
APA AKTIN K (2020). Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. Review of International Geographical Education, 10(3), 373 - 399. 10.33403rigeo.705615
Chicago AKTIN KIBAR Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. Review of International Geographical Education 10, no.3 (2020): 373 - 399. 10.33403rigeo.705615
MLA AKTIN KIBAR Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. Review of International Geographical Education, vol.10, no.3, 2020, ss.373 - 399. 10.33403rigeo.705615
AMA AKTIN K Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. Review of International Geographical Education. 2020; 10(3): 373 - 399. 10.33403rigeo.705615
Vancouver AKTIN K Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum. Review of International Geographical Education. 2020; 10(3): 373 - 399. 10.33403rigeo.705615
IEEE AKTIN K "Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum." Review of International Geographical Education, 10, ss.373 - 399, 2020. 10.33403rigeo.705615
ISNAD AKTIN, KIBAR. "Reflection on Out-of-School Education Activities from the Textbooks to the Social Studies Curriculum". Review of International Geographical Education 10/3 (2020), 373-399. https://doi.org/10.33403rigeo.705615
Sayfa Oluşturulma Tarihi
23-04-2024 18:7

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları