Publication: Sosyal yapılandırmacılık bağlamında farklı sosyo-kültürel ve ekonomik çevrelerden gelen öğrencilerin vatandaşlık algılarının incelenmesi
Abstract
SOSYAL YAPILANDIRMACILIK BAĞLAMINDA FARKLI SOSYO-KÜLTÜREL VE EKONOMİK ÇEVRELERDEN GELEN ÖĞRENCİLERİN VATANDAŞLIK ALGILARININ İNCELENMESİBanu BOĞAZLIYANMarmara Üniversitesi, Eğitim Bilimleri EnstitüsüSosyal Bilgiler Eğitimi Doktora ProgramıDanışman: Prof. Dr. Cemil ÖZTÜRK ve Doç. Dr. Ahmet KATILMIŞSosyal yapılandırmacılık bağlamında farklı sosyo-kültürel ve ekonomik düzeydeki 8. sınıf öğrencilerinin vatandaşlık algısını betimlemeyi amaçlayan bu araştırmada eş zamanlı çeşitleme deseni benimsenmiş ve aynı zamanda veri çeşitlemesi kullanılmıştır. Bu kapsamda, araştırmada katılımcılara nicel ve nitel veri toplama araçları birlikte kullanılmıştır. Araştırmanın nicel boyutuna ilişkin verilerin toplanmasında farklı sosyo-kültürel ve ekonomik düzeydeki sekizinci sınıf öğrencilerinin vatandaşlık algısını betimlemeye yönelik hazırlanan, Kişisel Bilgi Formu, Anket Soruları ve Vatandaşlık Algı Ölçeği kullanılmıştır. Bu yolla farklı sosyo - kültürel ve ekonomik düzeydeki sekizinci sınıf ortaokulda öğrenim gören öğrencilerin vatandaşlıkla ilgili görüşlerini ölçmek amaçlanmıştır. Araştırmanın nicel boyutunda çalışma grubumuzu, Sivas’ta toplamda 876 (%58.4) kız, 624’ü (%41.6) ise erkek öğrenci olmak üzere 1500 öğrenci oluşturmaktadır. Araştırmanın nitel boyutuna ilişkin verilerin toplanmasında ise toplam 4 kız ve 4 erkek öğrenci olmak üzere 8 ortaokul öğrencisi ile yapılan yarı yapılandırılmış görüşmeler kullanılmıştır. Elde edilen nitel veriler betimsel analiz tekniği kullanılarak fenomenolojik bir yaklaşımla; nicel veriler ise; Levene testi, Tek Yönlü Varyans Analizi (ANOVA), Welch testi, İlişkisiz örneklemler t-testi, Post-Hoc testi, LSD post-Hoc Games-Howel testi ve Spearman Korelasyon testi kullanılarak analiz edilmiştir. Araştırma verilerinin analiziyle elde edilen bulgular çerçevesinde ulaşılan sonuçlar, kendi içinde ve alanyazındaki diğer araştırma sonuçları doğrultusunda değerlendirilmiştir. Tartışma ve araştırma sonuçlarına dayalı olarak da önerilere yer verilmiştir. Araştırmada ulaşılan bazı sonuçlar şunlardır. •Anne meslek dağılımı vatandaşlık algısı üzerinde anlamlı bir etkiye sahipken baba meslek dağılımının vatandaşlık algısı üzerinde anlamlı bir etkisi oluşmamıştır. •Öğrencilerin okula ulaşım şekillerinin ve okul dışında sosyal-kültürel faaliyetlere katılma sıklıkları vatandaşlık algısı üzerinde anlamlı bir farklılık oluşturmamıştır. •Öğrencilerin köy ya da kentte ikamet etmesi vatandaşlık algılarını anlamlı olarak etkilemiştir. •Öğrenci ailelerinin aylık gelir durumu aktif vatandaşlık boyutunda anlamlı etkiye sahiptir ayrıca öğrencilerin evlerindeki dergi, gazete ve ders kitabı dışındaki sahip oldukları ya da ulaştıkları kitap sayısı dijital, demokratik ve küresel vatandaşlık boyutlarında da anlamlı farklılık oluşturmuştur. •Öğrencilerin sosyal medya kullanım aralıkları, bilgisayar laboratuvarı kullanımı ve sosyal-kültürel faaliyetlere katılım durumu aktif, dijital ve demokratik vatandaşlık algı boyutlarında anlamlı farklılıklar oluşturmuştur ve okullardaki kültürel faaliyetlere katılmak da aktif ve dijital vatandaşlık boyutlarında anlamlı farklılık oluşturmuştur. •Öğrencilerin tarihten ve günümüzden kendilerine örnek kişiler almaları vatandaşlık algısının tüm boyutlarında anlamlı bir etki oluşturmuştur.•Öğrencilerin Sosyal Bilgiler dersini sevme düzeyleri ve küresel sorunlara duyarlılık düzeyleri vatandaşlık algısı üzerinde anlamlı etkiye sahiptir. •Öğrenciler vatandaşın tanımı genel olarak iyi vatandaş tanımı ile yapmışlardır. Vatanını seven, saygılı, hoşgörülü, kurallara uyan, sorumluluk bilincine sahip ve çevreyi koruyan şeklinde ifade etmişler ve devletten beklentilerini ihtiyaçlara uygun hizmet, güvenli ve huzurlu bir ortam, eşit haklar, refah düzeyi yüksek yaşam ve saygı olarak ifade etmişlerdir. Öğrenciler güç mesafesini belirler iken önce aile sonra kendi düşüncelerine göre karar verdiklerini ifade etmişlerdir. Öğrenciler her türlü haksızlığa karşı olduklarını, resmi kuralların ve cezanın gerekli olduğunu, kararların ortak alınması gerektiğini, ihtiyacı olan herkese yardım edilmesi bunun yanında önceliğin kendi tanıdığı ve kendi milletinden olanlara verilmesi gerektiği, ikinci bir dili öğrenmenin ihtiyaç olduğunu, kişileri kendi amaçları için kullanmanın haksızlık olduğunu, kendilerine anlatılan herhangi bir konudaki bilgiyi analiz ederek tepki verdiklerini ifade etmişlerdir.
EXAMINATION OF CITIZENSHIP PERCEPTIONS STUDENTS FROM DIFFERENT SOCIOCULTURAL AND ECONOMIC ENVIRONMENTS IN THE CONTEXT OF SOCIAL CONSTRUCTIVISMBanu BOĞAZLIYANMarmara University, Institute of Educational SciencesSocial Studies Education Doctorate ProgramSupervisor: Prof. Dr. Cemil ÖZTÜRK and Assoc. Dr. AhmetKATILMIŞIn this study, which aims to describe the citizenship perception of 8th grade students at different socio-cultural and economic levels in the context of social constructivism, concurrent diversification pattern was adopted and data diversification was used at the same time. In this context, quantitative and qualitative data collection tools were used together in the study. The Personal Information Form, Survey Questions and Citizenship Perception Scale, which were prepared to describe the citizenship perception of eighth grade students at different socio-cultural and economic levels, were used to collect data on the quantitative dimension of the study. In this way, it was aimed to measure the opinions about citizenship of eighth grade students who had different socio-cultural and economic levels at secondary school. In the quantitative dimension of the study, our study group consists of 1500 students totally, of which 876 (58.4%) female and 624 (41.6%) male in Sivas. Semi-structured interviews with 8 secondary school students, of which 4 female and 4 male students, were used to collect data on the qualitative dimension of the study. The qualitative data obtained by using descriptive analysis technique with a phenomenological approach; quantitative data; Levene test was analyzed using One-Way Analysis of Variance (ANOVA), Welch test, Unrelated samples t-test, Post-Hoc test, LSD post-Hoc Games-Howel test and Spearman Correlation test. The results obtained within the framework of the findings obtained by the analysis of the research data were evaluated in line with the results of other researches in themselves and in the literature. Suggestions are also included based on the discussion and research results. Some of the results reached in the research are as follows;•While the range of the mother profession has a significant effect on the perception of citizenship, the range of the father profession has no significant effect on the citizenship perception.•How the students go to school and their frequency of participating in social-cultural activities outside of school did not make a significant difference on the perception of citizenship.•Students' residence in a village or city significantly affected their perception of citizenship.•The monthly income of the student families has a significant effect on the Active Citizenship dimension, and the number of books that students have or accessed at home, other than magazines, newspapers and textbooks, has also created a significant difference in Digital, Democratic and Global citizenship dimensions.•Social media usage intervals of students, computer lab usage and participation in social-cultural activities created significant differences in Active, Digital and Democratic citizenship perception dimensions, and participating in cultural activities in schools also created a significant difference in Active and Digital citizenship dimensions.•The fact that students follow in someone’s footsteps take from history and today has created a significant effect on all dimensions of citizenship perception.•The level of students' liking of the Social Studies course and their sensitivity to global problems have a significant effect on the perception of citizenship.•Students made the definition of citizen generally with the definition of good citizen. They defined the citizen as the person loving their homeland, respectful, tolerant, obeying the rules, having a sense of responsibility and protecting the environment, and they expressed their expectations from the state as a service that meets the needs, a safe and peaceful environment, equal rights, a life of high welfare and respect. The students stated that while determining the power distance, they decided first according to their family and then their own opinions. The students stated that they are against all kinds of injustice, that official rules and punishment are necessary, that decisions should be taken jointly, that everyone in need should be helped, and priority should be given to those of their own nation, that there is a need to learn a second language, that it is unfair to use people for their own purposes, that they react by analyzing the information on any subject that was given to them.
EXAMINATION OF CITIZENSHIP PERCEPTIONS STUDENTS FROM DIFFERENT SOCIOCULTURAL AND ECONOMIC ENVIRONMENTS IN THE CONTEXT OF SOCIAL CONSTRUCTIVISMBanu BOĞAZLIYANMarmara University, Institute of Educational SciencesSocial Studies Education Doctorate ProgramSupervisor: Prof. Dr. Cemil ÖZTÜRK and Assoc. Dr. AhmetKATILMIŞIn this study, which aims to describe the citizenship perception of 8th grade students at different socio-cultural and economic levels in the context of social constructivism, concurrent diversification pattern was adopted and data diversification was used at the same time. In this context, quantitative and qualitative data collection tools were used together in the study. The Personal Information Form, Survey Questions and Citizenship Perception Scale, which were prepared to describe the citizenship perception of eighth grade students at different socio-cultural and economic levels, were used to collect data on the quantitative dimension of the study. In this way, it was aimed to measure the opinions about citizenship of eighth grade students who had different socio-cultural and economic levels at secondary school. In the quantitative dimension of the study, our study group consists of 1500 students totally, of which 876 (58.4%) female and 624 (41.6%) male in Sivas. Semi-structured interviews with 8 secondary school students, of which 4 female and 4 male students, were used to collect data on the qualitative dimension of the study. The qualitative data obtained by using descriptive analysis technique with a phenomenological approach; quantitative data; Levene test was analyzed using One-Way Analysis of Variance (ANOVA), Welch test, Unrelated samples t-test, Post-Hoc test, LSD post-Hoc Games-Howel test and Spearman Correlation test. The results obtained within the framework of the findings obtained by the analysis of the research data were evaluated in line with the results of other researches in themselves and in the literature. Suggestions are also included based on the discussion and research results. Some of the results reached in the research are as follows;•While the range of the mother profession has a significant effect on the perception of citizenship, the range of the father profession has no significant effect on the citizenship perception.•How the students go to school and their frequency of participating in social-cultural activities outside of school did not make a significant difference on the perception of citizenship.•Students' residence in a village or city significantly affected their perception of citizenship.•The monthly income of the student families has a significant effect on the Active Citizenship dimension, and the number of books that students have or accessed at home, other than magazines, newspapers and textbooks, has also created a significant difference in Digital, Democratic and Global citizenship dimensions.•Social media usage intervals of students, computer lab usage and participation in social-cultural activities created significant differences in Active, Digital and Democratic citizenship perception dimensions, and participating in cultural activities in schools also created a significant difference in Active and Digital citizenship dimensions.•The fact that students follow in someone’s footsteps take from history and today has created a significant effect on all dimensions of citizenship perception.•The level of students' liking of the Social Studies course and their sensitivity to global problems have a significant effect on the perception of citizenship.•Students made the definition of citizen generally with the definition of good citizen. They defined the citizen as the person loving their homeland, respectful, tolerant, obeying the rules, having a sense of responsibility and protecting the environment, and they expressed their expectations from the state as a service that meets the needs, a safe and peaceful environment, equal rights, a life of high welfare and respect. The students stated that while determining the power distance, they decided first according to their family and then their own opinions. The students stated that they are against all kinds of injustice, that official rules and punishment are necessary, that decisions should be taken jointly, that everyone in need should be helped, and priority should be given to those of their own nation, that there is a need to learn a second language, that it is unfair to use people for their own purposes, that they react by analyzing the information on any subject that was given to them.