Publication: Vatandaşlık eğitiminin sosyal ve duygusal yönünün öğretmen görüşlerine göre incelenmesi
Abstract
Bu çalışmanın temel amacı Sosyal Bilgiler öğretmenlerinin vatandaşlık eğitiminde sosyal ve duygusal öğrenmeye ilişkin görüş ve beklentilerini yönelik ortaya koymaktır. Bu amaç doğrultusunda dört temel amaç belirlenmiştir. Bunlar; Sosyal Bilgiler öğretmenlerinin vatandaşlık eğitimine ilişkin görüşlerini belirlemek, Sosyal Bilgiler öğretmenlerinin sosyal ve duygusal öğrenmeye ilişkin bakış açılarını incelemek, Sosyal Bilgiler öğretmenlerinin sosyal ve duygusal öğrenmenin vatandaşlık eğitiminde uygulanma safhasına ilişkin görüşlerini ortaya çıkarmak, Sosyal Bilgiler öğretmenlerinin sosyal ve duygusal öğrenme ile verdikleri vatandaşlık eğitiminin akabinde elde ettikleri tecrübelerini belirlemektir. Araştırmada katılımcıların belirlenmesinde ölçüt örnekleme tekniği kullanılmıştır. Katılımcı grup İstanbul’da aktif bir biçimde ders veren 6 kadın ve 6 erkek olmak üzere toplam on iki Sosyal Bilgiler öğretmeninden oluşmaktadır. Araştırmada nitel araştırma yöntemi kullanılmıştır. Çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Görüşme soruları ile ilgili önce uzman görüşü alınmış ve alan yazın taraması yapılmıştır. Araştırmada, veri analizi tekniklerinden içerik analizi tekniği kullanılmıştır. Katılımcıların sorulan soruya ilişkin cevapları alıntılar yapılarak bulgular kısmında sunulmuştur. Araştırmada özetle şu sonuçlara ulaşılmıştır: Öğretmenler vatandaşlık kavramını bir aidiyet unsuru olarak görmekte ve toplumun devamlılığını sağlamak adına var olması gerektiğini düşünmektedirler. Sosyal Bilgiler öğretmenleri vatandaşlık eğitimindedrama gibi öğrencinin aktif kılındığı öğretim yöntemlerini kullanmayı tercih etmektedirler. Öğretmenler Sosyal ve Duygusal Öğrenmenin eğitim ortamları üzerinde olumlu benlik geliştirme, problem çözme, çevre ile işbirliği, iletişim, kolektif yapı gibi yansımalarının olduğunu düşünmektedirler. Vatandaşlık eğitiminde Sosyal ve Duygusal Öğrenmenin kullanılması sonucunda öğrencilerde olumlu benlik geliştirme, çevre ile bütünlük, empati, duyuşsal kazanım gibi becerilerin kazanıldığı ortaya çıkmaktadır. Öğretmenlerin çoğu Sosyal ve Duygusal öğrenmenin diğer vatandaşlık eğitim yöntemlerinden farklı olarak bireyi topluca ve kalıcı bir biçimde topluma kattığını belirtmektedirler. Sosyal ve Duygusal Öğrenme yöntemi ile sunulan vatandaşlık eğitiminin öğrencinin aktif rol alma, sorumluluk alma ve etkin katılım becerilerine fayda sağlayacağı sonucuna ulaşılmıştır.
The main purpose of this study is to reveal the views and expectations of Social Studies teachers regarding social and emotional learning in citizenship education. In line with this purpose, four main objectives have been determined. These; To determine the views of Social Studies teachers on citizenship education, to examine the perspectives of Social Studies teachers on social and emotional learning, to reveal the views of Social Studies teachers on the implementation phase of social and emotional learning in citizenship education, to obtain the results obtained after the citizenship education given by Social Studies teachers through social and emotional learning. Criterion sampling technique was used to determine the participants in the research. The participant group consists of a total of twelve Social Studies teachers, 6 female and 6 male, who actively teach in Istanbul.Qualitative research method was used in the research. Semi-structured interview method was used as a data collection tool in the study. Expert opinions were first obtained regarding the interview questions and a literature review was conducted. In the research, content analysis technique, one of the data analysis techniques, was used. The participants' answers to the question asked are quoted and presented in the findings section. In summary, the following conclusions were reached in the research: Teachers see the concept of citizenship as an element of belonging and think that it should exist in order to ensure the continuity of society. Social Studies teachers prefer to use teaching methods in which students are activated, such as drama, in citizenship education. Teachers think that Social and Emotional Learning has reflections on educational environments such as positive self-development, problem solving, cooperation with the environment, communication, and collective structure. As a result ofthe use of Social and Emotional Learning in citizenship education, it is revealed that students acquire skills such as positive self-development, integrity with the environment, empathy and affective acquisition. Most teachers state that Social and Emotional learning, unlike other citizenship education methods, integrates the individual into society collectively and permanently. It has been concluded that citizenship education offered through the Social and Emotional Learning method will benefit the student's skills in taking an active role, taking responsibility and active participation.
The main purpose of this study is to reveal the views and expectations of Social Studies teachers regarding social and emotional learning in citizenship education. In line with this purpose, four main objectives have been determined. These; To determine the views of Social Studies teachers on citizenship education, to examine the perspectives of Social Studies teachers on social and emotional learning, to reveal the views of Social Studies teachers on the implementation phase of social and emotional learning in citizenship education, to obtain the results obtained after the citizenship education given by Social Studies teachers through social and emotional learning. Criterion sampling technique was used to determine the participants in the research. The participant group consists of a total of twelve Social Studies teachers, 6 female and 6 male, who actively teach in Istanbul.Qualitative research method was used in the research. Semi-structured interview method was used as a data collection tool in the study. Expert opinions were first obtained regarding the interview questions and a literature review was conducted. In the research, content analysis technique, one of the data analysis techniques, was used. The participants' answers to the question asked are quoted and presented in the findings section. In summary, the following conclusions were reached in the research: Teachers see the concept of citizenship as an element of belonging and think that it should exist in order to ensure the continuity of society. Social Studies teachers prefer to use teaching methods in which students are activated, such as drama, in citizenship education. Teachers think that Social and Emotional Learning has reflections on educational environments such as positive self-development, problem solving, cooperation with the environment, communication, and collective structure. As a result ofthe use of Social and Emotional Learning in citizenship education, it is revealed that students acquire skills such as positive self-development, integrity with the environment, empathy and affective acquisition. Most teachers state that Social and Emotional learning, unlike other citizenship education methods, integrates the individual into society collectively and permanently. It has been concluded that citizenship education offered through the Social and Emotional Learning method will benefit the student's skills in taking an active role, taking responsibility and active participation.