Araştırma Makalesi
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Sosyal Bilgiler Öğretmen Adaylarının Sosyal Problem Algısı

Yıl 2022, Cilt: 30 Sayı: 2, 459 - 472, 29.04.2022

Önder Eryılmaz Ayşegül Pehlivan Yılmaz Elvan Günel

https://doi.org/10.24106/kefdergi.891150

Öz

Araştırmanın amacı sosyal bilgiler öğretmen adaylarının sosyal problem algısının belirlenmesidir. Araştırmada nitel araştırma yöntemlerinden biri olan fenomenoloji kullanılmıştır. Araştırmanın çalışma grubunu farklı özelliklere sahip sekiz sosyal bilgiler öğretmen adayı oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Araştırma kapsamında elde edilen verilerin analizinde tümevarımsal analiz yaklaşımı benimsenmiştir. Araştırmada sosyal bilgiler öğretmen adaylarının sosyal problem algısı ile yapısalcı, sosyal yapılandırmacı, sembolik etkileşimci ve çatışmacı kuramlar arasında benzerlikler olduğu belirlenmiştir. Bunun yanında, sosyal bilgiler öğretmen adaylarının sosyal problem algısının aile, kültür ve kitle iletişim araçları gibi çeşitli kaynakların şekillendirdiği görülmüştür. Ayrıca sosyal bilgiler öğretmen adaylarının sosyal problemlerin öğretimine ilişkin yeterli becerilere sahip olmadıklarını düşündüğü sonucuna ulaşılmıştır. Araştırmada ulaşılan sonuçlardan hareketle sosyal bilgiler öğretmenliği lisans programında bulunan sosyal problemlerin öğretimi ile ilgili olabilecek seçmeli ve zorunlu derslerin sosyal bilgiler öğretmen adaylarının sosyal problemlerin öğretimine ilişkin eksiklikleri göz önünde bulundurularak gözden geçirilmesi ve düzenlenmesi önerilmiştir.

Anahtar Kelimeler

sosyal problem sosyal bilgiler öğretmen adayı

Kaynakça

  • Alessio, J. (2011). Social problems and inequality: Social responsibility through progressive sociology. New York: Routledge.
  • Bahn, D. (2001). Social learning theory: its application in the context of nurse education. Nurse Education Today, 21, 110-117.
  • Baloğlu Uğurlu, N. & Doğan, A. (2016). Social studies teacher candidates’ and academicians’ opinions about teaching of controversial issues. İnönü University Journal of the Faculty of Education, 17 (3), 219-237.
  • Bandura, A. (1977). Social Learning Theory. Prentice Hall,New Jersey.
  • Bandura, A. (2019). The social learning theory of aggresion. In The War System: An Interdisciplinary Approach (pp. 141-158). Routledge, New York.
  • Bandura, A. (1985). Model of causality in social learning theory. In Cognition and psychotherapy (pp. 81-99). Springer, Boston, MA.
  • Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicologia Social, 26 (1), 7-20.
  • Bauista Urrego, L. Z., & Parra Toro, I. J. (2016). EFL students’ perceptions of social issues in famous works of art. How Journal, 23(1), 85-102.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction theories and methods (5th ed.). Boston: Pearson.
  • Burcu, E., Kurnaz, Z., Karadeniz, O. O., Olgun, C. K. & Özdag, U. (2014). An analysis of ‘social problem topics’ pertaining to the articles published in social problems between the years 1976-2012. Sociology Conferences Journal, 50, 47-86.
  • Busey, C. & Mooney, E. (2014). Controversy and social studies teacher education. Academic Exchange Quarterly, 18 (4).
  • Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory and Research in Social Education, 36 (4), 298-316.
  • Clabough, J., Phipott, S., McConkey, L. & Turner, T. (2010). Teachers' struggles with controversial issues: Facing the demon. Natıonal Socıal Scıence Journal. 38(2).
  • Coleman, J. W. (1998). Social Problems: A brief introduction. New York: Longman.
  • Copur, A. & Demirel, M. (2016). Turkish social studies teachers’ thoughts about the teaching of controversial issues. Journal of Social Science Education, 15 (2), 80-95.
  • Demircioğlu, İ.H. (2016). Tarih derslerinde Tartışmalı konuların Kullanımı: Türk Tarih Öğretmenlerinin görüşleri. Kastamonu Eğitim Dergisi, 24(1), 147-162.
  • Driedger, L. (1974). Doctrinal Belief: a major factor in the differential perception of social issues. The Sociological Quarterly, 15(1), 66-80.
  • Efron, R. (1969). What is perception?. In Proceedings of the Boston Colloquium for the Philosophy of Science 1966/1968 (pp. 137-173). Springer, Dordrecht.
  • Erdem, A. R. (2010). Opinions of primary school teachers on social problems and their effects on performance. Pamukkale University Education Faculty Journal, 28(28), 147-163.
  • Ersoy, A. F. (2013). Sosyal Bilgiler Öğretmen Adaylarının Tartışmalı Konulara Katılımını Etkileyen Etmenler. Journal of Social Studies Education Research, 4(1), 24-48.
  • Erwin, E. (2002). Adolescent perceptions of relevant social problems. Journal of Child and Adolescent Psychiatric Nursing, 15(1), 24.
  • Glesne, C. (2014). Introduction to qualitative research (A. Ersoy and P. Yalcinoglu, (Trans.). Ankara: Ani Publishing.
  • Günel, E. (2016). Infusing global perspectives in social studies education in turkey: pre-service social studies teachers. Turkish Online Journal of Qualitative Inquiry, 7(4), 440-461.
  • Günel, E. & Pehlivan, A. (2016). Pre-service social studies teachers’ perception of global citizenship. Journal of Education and Future, 10, 51-69.
  • Hess, D. (2001). Teaching students to discuss controversial public issues. ERIC Digest.
  • Holden, C. & Hicks, D. (2007). Making global connections. Teaching and Teacher Education, 23, 13-23.
  • Journell, W. (2011). Teachers' controversial issue decisions related to race, gender, and religion during the 2008 presidential election. Theory and Research in Social Education, 39(3), 348-392.
  • İbret, U., Karasu Avcı, E. & Recepoğlu, S. (2016). Opinions of social studies prospective teachers on the determination of social issues [Special issue]. Abant İzzet Baysal University Journal of Faculty of Education, 16, 1295-1319.
  • Kaufman, R., Huss, E. & Segal-Engelchin, D. (2011). Social work students’ changing perceptions of social problems after a year of community intervention. Social Work Education, 30(8), 911-931.
  • Koc, Y. & Palabiyik, A. (2012). The perspective of the university youth on social and political problems: Example of Mus Alparslan University and Bitlis Eren University. Electronic Journal of Social Sciences,11(39), 322-346.
  • Kruger, T. (2012). Teaching controversial issues in social studies: A phenomenological multi-case study. Unpublished Dissertationi. Northern Illinois University, Illinois.
  • Kurt, I. (2016). The personal and social problems of teachers related to their professions. International Online Journal of Educational Sciences, 8(1), 268-283.
  • Kurtdede Fidan, N. (2016). Sensitivity of students to the natural environment, animals, social problems and cultural heritage. International Electronic Journal of Elementary Education, 8(3), 403-424.
  • Kusayanagi, C. (2013). Constructing and understanding an incident as a social problem: A case study of university entrance exam cheating in Japan. Human Studies, 36(1), 133-148.
  • Kuş, Z. (2015). Science and social studies teachers’ beliefs and practices about teaching controversial issues: Certain comparisons. Journal of Social Science Education, 14 (3), 84-97.
  • Kuş, Z. & Öztürk, D. (2019). Social studies teacher’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44 (8), 15-37.
  • Leon-Guerro, A. (2005). Social problems: Community, policy and social action. California: Pine Forge Press.
  • Macionis, J. J. (2015). Social problems (6th ed.). Pearson.
  • Misco, T. (2014). Controversial issues instruction in context: A social studies education response to the problem of the public. Education and Culture, 30 (2), 47-59.
  • Misco, T., & Patterson, N.C. (2007). A study of pre-service teachers’ conceptualizations of Akademic freedom and controversial issues. Theory and Research in Social Education, 35 (4), 520-550.
  • Misco, T., Kuwabara, T., Ogawa, M. & Lyons, A. (2018). Teaching controversial issues in Japan: An exploration of contextual gatekeeping. The International Education Journal: Comperative Perspectives, 17 (4), 68-82.
  • MoNE (2018). The social studies course curriculum. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf.
  • Mora, M. L. B., & Trujillo, S. M. C. (2007). Socio-cultural stereotypes: Exploring students’ perceptions regarding social issues. HOW Journal, 14(1), 161-173.
  • Oulton, C., Dillon, J. & Grace, M.M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education. 26(4). 411-423.
  • Özturk, F. & Günel, E. (2016). Social studies teachers’ perceptions of global systems, global education and diversity. Elementary Education Online, 15(1), 172-185.
  • Parmee, L. K. (1966). Perception of personal-social problems by students of different ethnic backgrounds. Unpublished Dissertation. The University of Arizona, Arizona.
  • Pashkevich, A. V. (2011). Upper-grade students' attitudes toward social problems. Russian Education & Society,53(1), 79-87.
  • Scarpitti, F. R., Andersen, M. L. & O'toole, L. L. (1997). Social problems. New York: Longman.
  • Segall, A., & Gaudelli, W. (2007). Reflecting socially on social issues in a social studies methods course. Teaching Education, 18(1), 77-92.
  • Takvam, M. (2010). Perception and knowledge – In connection to the eye and senses. Photography and Culture, 3 (3), 321-329.
  • Voormann, R. (2005). The gendered perception of social problems in post-soviet Estonian society: A qualitative perspective. Nationalities Papers, 33(3), 315-331.
  • Yan, Y. & Liu, J. (2016). Effects of media exemplars on the perception of social issues with pre-existing beliefs. Journalism & Mass Communication Quarterly, 93(4), 1026-1049.
  • Yılmaz, K. (2012). Investigation into controversial issues and taboo topics: Social studies teachers’ perspectives. Mustafa Kemal Universitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (18), 201-225.

Pre-Service Social Studies Teachers’ Perceptions of Social Problems

Yıl 2022, Cilt: 30 Sayı: 2, 459 - 472, 29.04.2022

Önder Eryılmaz Ayşegül Pehlivan Yılmaz Elvan Günel

https://doi.org/10.24106/kefdergi.891150

Öz

Purpose: The main purpose of this research isto understand pre-service social studies teachers’ perceptions of social problems.
Design/Methodology/Approach: The phenomenological design was employed in order to investigate pre-service social studies
teachers’ perceptions of social problems. Participants are consisted of eight pre-service social studies teachers. Data was
obtained in the fall semester in 2016-2017 academic year. Semi-structured interviews were used as data collection tool. The
inductive analysis approach was adopted to analysis data.
Findings: As a result of the research, it was revealed that there are similarities between the pre-service social studies teachers’
perceptions of social problems and functionalist (structuralist), confrontational, symbolic interactionist and social constructivist
theories.
Highlights: It was concluded that pre-service social studies teachers’ perceptions of social problem are shaped by different
resources such as family, culture, political groups, and mass media. Besides, it was found that pre-service social studies teachers
did not feel that they have enough skills and experiences about how to teach social problems in the courses.

Anahtar Kelimeler

Social problem Social studies Pre-service teacher

Kaynakça

  • Alessio, J. (2011). Social problems and inequality: Social responsibility through progressive sociology. New York: Routledge.
  • Bahn, D. (2001). Social learning theory: its application in the context of nurse education. Nurse Education Today, 21, 110-117.
  • Baloğlu Uğurlu, N. & Doğan, A. (2016). Social studies teacher candidates’ and academicians’ opinions about teaching of controversial issues. İnönü University Journal of the Faculty of Education, 17 (3), 219-237.
  • Bandura, A. (1977). Social Learning Theory. Prentice Hall,New Jersey.
  • Bandura, A. (2019). The social learning theory of aggresion. In The War System: An Interdisciplinary Approach (pp. 141-158). Routledge, New York.
  • Bandura, A. (1985). Model of causality in social learning theory. In Cognition and psychotherapy (pp. 81-99). Springer, Boston, MA.
  • Bandura, A. (2011). A social cognitive perspective on positive psychology. Revista de Psicologia Social, 26 (1), 7-20.
  • Bauista Urrego, L. Z., & Parra Toro, I. J. (2016). EFL students’ perceptions of social issues in famous works of art. How Journal, 23(1), 85-102.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction theories and methods (5th ed.). Boston: Pearson.
  • Burcu, E., Kurnaz, Z., Karadeniz, O. O., Olgun, C. K. & Özdag, U. (2014). An analysis of ‘social problem topics’ pertaining to the articles published in social problems between the years 1976-2012. Sociology Conferences Journal, 50, 47-86.
  • Busey, C. & Mooney, E. (2014). Controversy and social studies teacher education. Academic Exchange Quarterly, 18 (4).
  • Camicia, S. P. (2008). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory and Research in Social Education, 36 (4), 298-316.
  • Clabough, J., Phipott, S., McConkey, L. & Turner, T. (2010). Teachers' struggles with controversial issues: Facing the demon. Natıonal Socıal Scıence Journal. 38(2).
  • Coleman, J. W. (1998). Social Problems: A brief introduction. New York: Longman.
  • Copur, A. & Demirel, M. (2016). Turkish social studies teachers’ thoughts about the teaching of controversial issues. Journal of Social Science Education, 15 (2), 80-95.
  • Demircioğlu, İ.H. (2016). Tarih derslerinde Tartışmalı konuların Kullanımı: Türk Tarih Öğretmenlerinin görüşleri. Kastamonu Eğitim Dergisi, 24(1), 147-162.
  • Driedger, L. (1974). Doctrinal Belief: a major factor in the differential perception of social issues. The Sociological Quarterly, 15(1), 66-80.
  • Efron, R. (1969). What is perception?. In Proceedings of the Boston Colloquium for the Philosophy of Science 1966/1968 (pp. 137-173). Springer, Dordrecht.
  • Erdem, A. R. (2010). Opinions of primary school teachers on social problems and their effects on performance. Pamukkale University Education Faculty Journal, 28(28), 147-163.
  • Ersoy, A. F. (2013). Sosyal Bilgiler Öğretmen Adaylarının Tartışmalı Konulara Katılımını Etkileyen Etmenler. Journal of Social Studies Education Research, 4(1), 24-48.
  • Erwin, E. (2002). Adolescent perceptions of relevant social problems. Journal of Child and Adolescent Psychiatric Nursing, 15(1), 24.
  • Glesne, C. (2014). Introduction to qualitative research (A. Ersoy and P. Yalcinoglu, (Trans.). Ankara: Ani Publishing.
  • Günel, E. (2016). Infusing global perspectives in social studies education in turkey: pre-service social studies teachers. Turkish Online Journal of Qualitative Inquiry, 7(4), 440-461.
  • Günel, E. & Pehlivan, A. (2016). Pre-service social studies teachers’ perception of global citizenship. Journal of Education and Future, 10, 51-69.
  • Hess, D. (2001). Teaching students to discuss controversial public issues. ERIC Digest.
  • Holden, C. & Hicks, D. (2007). Making global connections. Teaching and Teacher Education, 23, 13-23.
  • Journell, W. (2011). Teachers' controversial issue decisions related to race, gender, and religion during the 2008 presidential election. Theory and Research in Social Education, 39(3), 348-392.
  • İbret, U., Karasu Avcı, E. & Recepoğlu, S. (2016). Opinions of social studies prospective teachers on the determination of social issues [Special issue]. Abant İzzet Baysal University Journal of Faculty of Education, 16, 1295-1319.
  • Kaufman, R., Huss, E. & Segal-Engelchin, D. (2011). Social work students’ changing perceptions of social problems after a year of community intervention. Social Work Education, 30(8), 911-931.
  • Koc, Y. & Palabiyik, A. (2012). The perspective of the university youth on social and political problems: Example of Mus Alparslan University and Bitlis Eren University. Electronic Journal of Social Sciences,11(39), 322-346.
  • Kruger, T. (2012). Teaching controversial issues in social studies: A phenomenological multi-case study. Unpublished Dissertationi. Northern Illinois University, Illinois.
  • Kurt, I. (2016). The personal and social problems of teachers related to their professions. International Online Journal of Educational Sciences, 8(1), 268-283.
  • Kurtdede Fidan, N. (2016). Sensitivity of students to the natural environment, animals, social problems and cultural heritage. International Electronic Journal of Elementary Education, 8(3), 403-424.
  • Kusayanagi, C. (2013). Constructing and understanding an incident as a social problem: A case study of university entrance exam cheating in Japan. Human Studies, 36(1), 133-148.
  • Kuş, Z. (2015). Science and social studies teachers’ beliefs and practices about teaching controversial issues: Certain comparisons. Journal of Social Science Education, 14 (3), 84-97.
  • Kuş, Z. & Öztürk, D. (2019). Social studies teacher’ opinions and practices regarding teaching controversial issues. Australian Journal of Teacher Education, 44 (8), 15-37.
  • Leon-Guerro, A. (2005). Social problems: Community, policy and social action. California: Pine Forge Press.
  • Macionis, J. J. (2015). Social problems (6th ed.). Pearson.
  • Misco, T. (2014). Controversial issues instruction in context: A social studies education response to the problem of the public. Education and Culture, 30 (2), 47-59.
  • Misco, T., & Patterson, N.C. (2007). A study of pre-service teachers’ conceptualizations of Akademic freedom and controversial issues. Theory and Research in Social Education, 35 (4), 520-550.
  • Misco, T., Kuwabara, T., Ogawa, M. & Lyons, A. (2018). Teaching controversial issues in Japan: An exploration of contextual gatekeeping. The International Education Journal: Comperative Perspectives, 17 (4), 68-82.
  • MoNE (2018). The social studies course curriculum. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103847686-SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf.
  • Mora, M. L. B., & Trujillo, S. M. C. (2007). Socio-cultural stereotypes: Exploring students’ perceptions regarding social issues. HOW Journal, 14(1), 161-173.
  • Oulton, C., Dillon, J. & Grace, M.M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education. 26(4). 411-423.
  • Özturk, F. & Günel, E. (2016). Social studies teachers’ perceptions of global systems, global education and diversity. Elementary Education Online, 15(1), 172-185.
  • Parmee, L. K. (1966). Perception of personal-social problems by students of different ethnic backgrounds. Unpublished Dissertation. The University of Arizona, Arizona.
  • Pashkevich, A. V. (2011). Upper-grade students' attitudes toward social problems. Russian Education & Society,53(1), 79-87.
  • Scarpitti, F. R., Andersen, M. L. & O'toole, L. L. (1997). Social problems. New York: Longman.
  • Segall, A., & Gaudelli, W. (2007). Reflecting socially on social issues in a social studies methods course. Teaching Education, 18(1), 77-92.
  • Takvam, M. (2010). Perception and knowledge – In connection to the eye and senses. Photography and Culture, 3 (3), 321-329.
  • Voormann, R. (2005). The gendered perception of social problems in post-soviet Estonian society: A qualitative perspective. Nationalities Papers, 33(3), 315-331.
  • Yan, Y. & Liu, J. (2016). Effects of media exemplars on the perception of social issues with pre-existing beliefs. Journalism & Mass Communication Quarterly, 93(4), 1026-1049.
  • Yılmaz, K. (2012). Investigation into controversial issues and taboo topics: Social studies teachers’ perspectives. Mustafa Kemal Universitesi Sosyal Bilimler Enstitüsü Dergisi, 9 (18), 201-225.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Önder Eryılmaz 0000-0002-4962-889X

Ayşegül Pehlivan Yılmaz 0000-0002-0271-4520

Elvan Günel 0000-0002-6864-2072

Yayımlanma Tarihi 29 Nisan 2022
Kabul Tarihi 8 Haziran 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 30 Sayı: 2

Kaynak Göster

APA Eryılmaz, Ö., Pehlivan Yılmaz, A., & Günel, E. (2022). Pre-Service Social Studies Teachers’ Perceptions of Social Problems. Kastamonu Education Journal, 30(2), 459-472. https://doi.org/10.24106/kefdergi.891150
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