Publication: İnsan hakları, yurttaşlık ve demokrasi dersi öğretim programı ve ders kitaplarına bakmak : dördüncü sınıf öğrenci düzeyine uygun mu?
Abstract
Ders planlama aşamasında öğrenci seviyesini, öğretmen yeterliliklerini veuzman görüşlerini, dikkate almak son derece önemlidir. Aksi takdirde okutulan dersinamacına ulaşması zor olacaktır. Bu açıdan araştırmanın amacı; 4. sınıf öğrencilerinininsan hakları, yurttaşlık ve demokrasi dersine karşı tutumunu saptamak, derse dairöğretmen ve akademisyen görüşlerini ortaya koymaktır. Bu temel amaç doğrultusundaaşağıda yer alan araştırma soruları belirlenmiştir:1. İHYD ders kitabının niteliğine ilişkin öğretmen ve öğrenci görüşleri nasıldır?2. İHYD dersinin 4. sınıf düzeyinde yer almasına ilişkin öğrenci ve öğretmengörüşleri nasıldır?3. İlkokul 4. sınıfta okutulan İHYD dersinin 4/ 5/ 6/ 7/ 8. sınıf düzeylerindenhangisinde okutulması gerektiğine ilişkin akademisyen ve öğretmen görüşlerinasıldır?Araştırma nitel araştırma yöntemlerinden durum çalışması desenine göre düzenlenmiştir.Çalışma grubunu 2018-2019 eğitim öğretim yılında İstanbul ilindeki devlet okullarındagörev yapan 24 sınıf öğretmeni ile İstanbul ilinin Sancaktepe ilçesindeki bir devletokulunun dördüncü sınıfına devam eden 27 kişilik öğrenci grubu oluşturmaktadır.Araştırmanın uygulayıcısı, araştırmacı olan öğretmenin kendisidir. Öğrencilere veritoplama aracı olarak açık uçlu sorulardan oluşan 5 soruluk anket, öğretmenlere 6 sorudanoluşan anket, akademisyenlere 3 sorudan oluşan anket uygulanmıştır. Aynı zamandaöğretmenlerin 4’üyle sesli mülakat yapılmıştır. Bu anketlerden ve ses kayıtlarından eldeedilen bulgular içerik analizi yoluyla analiz edilmiştir. Covid-19 salgını nedeniylemülakat öğretmenlerden ses kaydı istenerek gerçekleştirilmiştir.Öğrenci anketleri; öğrencilerin görüşlerini objektif olarak sunabilmeleri adına buuygulamanın bir sınav olmadığı vurgulanarak uygulanmıştır. Uygulama sonundaöğrencilerin İHYD dersinin kaldırılması durumunda üzülecekleri ortaya çıkmıştır. Bunakarşılık öğretmenlerin gözünden öğrencilerin İHYD dersine karşı tutumunun daha çokolumsuz olduğu tespit edilmiştir. Ancak öğrencilerin dersi sevdiğini belirten öğretmensayısı da azımsanmayacak kadar fazladır. Bununla birlikte öğrenciler Yapılandırmacı eğitim anlayışının gerektirdiği örnek olay temelli metne karşılık bilgilendirici metniokumayı tercih etmiştir. Bu durum öğrencilerin Yapılandırmacı sisteme tam olarak adapteolmadığını düşündürmüştür. Öğrencilerin din, ırk, ihlal, azami, bilişim suçu, hudut,mezhep, azami, erdem, istismar, vefa, sığınmacı, fert kelimelerini anlamadığı da bir başkabulgudur. Öğretmen ve akademisyen olan katılımcı grubunun dersin okutulması gerekenseviye olarak daha çok ortaokulu işaret ettiği belirlenmiştir. Ayrıca öğretmenler bu derstekarşılaştıkları sorun olarak en fazla; derste kavramların soyut olması ve kitap/ materyaliçeriğinin yetersiz olmasını belirtmişlerdir. Katılımcıların çoğu dersin 4. sınıf düzeyindeamacına ulaşmadığını düşünmektedir. Ders kitabının niteliğinin değerlendirildiği anketsorusunda öğretmenlerin görüşünün yarı yarıya farklılaştığı tespit edilmiştir. Bubağlamda alana katkı sağlaması açısından dersin 4. sınıfta okutulmaya devam etmesidurumunda kazanımlarının sadeleştirilmesi, kavramların öğrenci seviyesine indirilmesi,öğrenilenlerin günlük hayata uygulanabilir durumlar olması ve öğretim boyutunda farklızekâ türlerine hitap edebilecek içerikler kullanılması önerilmiştir.
It is extremely important to consider pupil level, teacher competencies and expertopinions during the syllabus planning phase. Otherwise, it will be difficult for the taught-course to reach its purpose. The aim of the research from this perspective is to determinethe attitude of 4th grade students towards the Human Rights, Citizenship and Democracycourse and to reveal the views of teachers and academicians about the course. In line withthis main purpose, the following research questions have been determined:1. What are the teachers’ and students’ views on the quality of the Human Rights,Citizenship and Democracy textbook?2. What are the students’ and teachers’ opinions regarding the inclusion of theHuman Rights, Citizenship and Democracy course at the 4th grade level?3. What are the academicians’ and teachers' opinions regarding which of the 4th, 5th,6th, 7th or 8th grades of the Human Rights, Citizenship and Democracy coursetaught in the 4th grade of primary school should be taught?The research was organized according to the case study pattern, one of the qualitativeresearch methods. The study group consists of 24 class teachers working in stateschools in Istanbul in the 2018-2019 academic year and a group of 27 studentsattending the fourth grade of a public school in Sancaktepe district of Istanbul. Thepractitioner of the research is the researcher teacher herself. As a data collection tool,a 5-question questionnaire consisting of open-ended questions was applied to thestudents, a questionnaire consisting of 6 questions was applied to teachers, and aquestionnaire consisting of 3 questions was applied to academicians. At the sametime, with 4 of the teachers audio interviews were made. The findings obtained fromthese questionnaires and sound recordings were analyzed through content analysis.Due to the Covid-19 pandemic, the interview was conducted by asking the teachersto record audio.Student questionnaires were applied by emphasizing that this application is not an examso that students can present their opinions objectively. At the end of the practice, it wasrevealed that the students would feel sad if the Human Rights, Citizenship and Democracycourse was canceled. On the other hand, according to the teachers’ it was determined that the attitude of the students towards Human Rights, Citizenship and Democracy lessonwas more negative. However, the number of teachers stating that students love the lessonis also considerably high. Nevertheless, the pupils preferred to read the informative textagainst the case-based text required by the constructivist education approach. Thissituation made us think that the students are not fully adapted to the constructivist system.Another finding is that students do not understand such the words as religion, race,violation, maximum, cyber crime, boundary, sect, virtue, exploitation, loyalty, refugee,individual. It was determined that the participant group, which are teachers andacademicians, mostly indicated secondary school as the level that the course should betaught. In addition, the teachers stated that the most of the problems they faced in thislesson were that the concepts were abstract and the content of the book or material wasinsufficient. Most of the participants think that the course did not reach its purpose at the4th grade level. In the questionnaire in which the quality of the textbook was evaluated,it was determined that the opinions of the teachers differed by half. In this context, inorder to contribute to the field, if the course continues to be taught in the 4th grade, it hasbeen suggested to simplify the gains, reduce the concepts to the student level, learn to beapplicable to daily life and use content that can appeal to different types of intelligencein the teaching dimension.
It is extremely important to consider pupil level, teacher competencies and expertopinions during the syllabus planning phase. Otherwise, it will be difficult for the taught-course to reach its purpose. The aim of the research from this perspective is to determinethe attitude of 4th grade students towards the Human Rights, Citizenship and Democracycourse and to reveal the views of teachers and academicians about the course. In line withthis main purpose, the following research questions have been determined:1. What are the teachers’ and students’ views on the quality of the Human Rights,Citizenship and Democracy textbook?2. What are the students’ and teachers’ opinions regarding the inclusion of theHuman Rights, Citizenship and Democracy course at the 4th grade level?3. What are the academicians’ and teachers' opinions regarding which of the 4th, 5th,6th, 7th or 8th grades of the Human Rights, Citizenship and Democracy coursetaught in the 4th grade of primary school should be taught?The research was organized according to the case study pattern, one of the qualitativeresearch methods. The study group consists of 24 class teachers working in stateschools in Istanbul in the 2018-2019 academic year and a group of 27 studentsattending the fourth grade of a public school in Sancaktepe district of Istanbul. Thepractitioner of the research is the researcher teacher herself. As a data collection tool,a 5-question questionnaire consisting of open-ended questions was applied to thestudents, a questionnaire consisting of 6 questions was applied to teachers, and aquestionnaire consisting of 3 questions was applied to academicians. At the sametime, with 4 of the teachers audio interviews were made. The findings obtained fromthese questionnaires and sound recordings were analyzed through content analysis.Due to the Covid-19 pandemic, the interview was conducted by asking the teachersto record audio.Student questionnaires were applied by emphasizing that this application is not an examso that students can present their opinions objectively. At the end of the practice, it wasrevealed that the students would feel sad if the Human Rights, Citizenship and Democracycourse was canceled. On the other hand, according to the teachers’ it was determined that the attitude of the students towards Human Rights, Citizenship and Democracy lessonwas more negative. However, the number of teachers stating that students love the lessonis also considerably high. Nevertheless, the pupils preferred to read the informative textagainst the case-based text required by the constructivist education approach. Thissituation made us think that the students are not fully adapted to the constructivist system.Another finding is that students do not understand such the words as religion, race,violation, maximum, cyber crime, boundary, sect, virtue, exploitation, loyalty, refugee,individual. It was determined that the participant group, which are teachers andacademicians, mostly indicated secondary school as the level that the course should betaught. In addition, the teachers stated that the most of the problems they faced in thislesson were that the concepts were abstract and the content of the book or material wasinsufficient. Most of the participants think that the course did not reach its purpose at the4th grade level. In the questionnaire in which the quality of the textbook was evaluated,it was determined that the opinions of the teachers differed by half. In this context, inorder to contribute to the field, if the course continues to be taught in the 4th grade, it hasbeen suggested to simplify the gains, reduce the concepts to the student level, learn to beapplicable to daily life and use content that can appeal to different types of intelligencein the teaching dimension.