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Papers by hüseyin bayram

International Journal of Assessment Tools in Education

In this study, it was aimed to perform an in-depth examination of the opinions of social studies ... more In this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the...

Journal of Education Faculty, Nov 20, 2023

Mimbar Sekolah Dasar, Apr 5, 2022

Allosteric learning approach advocates the acquisition of knowledge through experiences, and this... more Allosteric learning approach advocates the acquisition of knowledge through experiences, and this could be appropriate for social studies course since its content is based on daily life. This study was conducted in a middle-school located in a province of Turkey during the fall-semester of the 2021-2022 academic year. The study investigated the impact of allosteric learning on 5 th grade learners' academic achievement and research skills in social studies course. Moreover, the participating learners' views on the impact of allosteric learning on their academic achievement and research skills were also explored. The mixed embedded design was employed in the study. The participants consisted of 48 students, 23 in the experimental and 25 in the control group. To collect data, Science, Technology and Society Achievement Test, Research Skills Test, and interview form were employed. For analysis, t-test for independent samples, covariance analysis, and content analysis were used. It was found that the social studies course carried out within the scope of the allosteric learning approach increased students' academic achievement and improved their research skills. In addition, students believed that allosteric learning increased their academic achievement and equipped them with research skills.

International Journal of Contemporary Educational Research

Öz This research aimed at examining the effect of problem-based learning (PBL) on students’ entre... more Öz This research aimed at examining the effect of problem-based learning (PBL) on students’ entrepreneurship level in the Social Studies course. The research adopted an embedded design, one of the mixed-methods research. The participants were the 6th-grade students studying in a state secondary school in Ağrı during the spring semester of the 2020-2021 academic year and their Social Studies teacher. Data collection tools were Entrepreneurship Scale for Secondary School Students, semi-structured interviews, unstructured observation, anecdote, research diary, and checklists. For the statistical data, t-test and mixed model ANOVA (split plot) were used for independent samples, and an inductive analysis technique was used when analyzing qualitative data. It was found that problem-based learning had a statistically significant effect on students’ entrepreneurship level. Besides, participants saw problem-based learning as an approach that contributed to their entrepreneurship level. Based...

International Journal of Psychology and Educational Studies

Migration and asylum are the subjects of social studies education since these concepts are social... more Migration and asylum are the subjects of social studies education since these concepts are social phenomena. In this respect, it is important that the content of the social studies course properly covers the subjects of migration and asylum, and the social studies education is carried out under this scope. This study aimed to examine social studies education in the context of the subjects of migration and asylum. For this purpose, the views of social studies teachers working in different cities of Turkey were consulted. The phenomenological design was used in this study, which is aimed at examining teachers' views. The maximum variation sampling method, one of the purposive sampling methods, was used to determine the study participants. A semi-structured interview form consisting of six questions was used to collect the data. The content analysis method was used to analyze the data. The results of the study show that teachers hold the following views: Social studies textbooks an...

Öz 20. yüzyılın başında Jean Ovide Decroly tarafından geliştirilen Decroly sisteminin temelini, "... more Öz 20. yüzyılın başında Jean Ovide Decroly tarafından geliştirilen Decroly sisteminin temelini, "hayatın içinde okul, okulun içinde hayat" anlayışı oluşturur. Bu sistem, gelişim düzeyi aynı çevrede yaşayanlarınkinden farklı olan çocukların doğal yaşam ortamı içerisinde eğitim almalarına odaklanmaktadır. Decroly sisteminin bir toplu öğretim dersi olan Sosyal Bilgilerin yapılandırılmasında ve öğretilmesindeki etkileri gözetilerek gerçekleştirilen bu çalışma; söz konusu sistemin sosyalleşme, çocuğa görelik ilkesi ve öğretimde toplulaştırma açılarından incelenmesine yöneliktir. Çalışma konusuna ilişkin alanyazın incelenmiş ve Decroly sistemi ile Sosyal Bilgiler eğitimi arasındaki ilişkiyi tam anlamıyla araştıran herhangi bir çalışmaya rastlanmamıştır. Bu nedenle çalışmanın, Decroly sisteminin Sosyal Bilgiler dersi ile olan ilişkisinin anlaşılmasına katkı getirmesi beklenmektedir. Decroly sistemi ve Sosyal Bilgiler eğitimine ilişkin alanyazın taranarak ilgili bilgiler toplanmış, sistemli ve betimsel bir biçimde sunulmuştur. Tarama sırasında Decroly sisteminin, çocuğa görelik ilkesi ve çocukların sosyalleşme sürecini odağa alan bir toplu öğretim yaklaşımı olduğu belirlenmiştir. Bu doğrultuda bir toplu öğretim tasarım ürünü olan Sosyal Bilgiler dersi ile ilişkisi araştırılmıştır. Böylece toplu öğretim kavramı, hem Decroly sistemi hem de Sosyal Bilgiler dersi için temel hareket noktası olmuştur. Sosyal Bilgiler dersinin tasarımına Herbart ve Dewey gibi Decroly'nin pedagoji anlayışının da alt yapı oluşturduğu söylenebilir. Bilindiği gibi Sosyal Bilgiler de çeşitli sosyal bilimlerden yararlanılarak oluşturulmuş bir toplu öğretim dersidir. Öte yandan çalışma sırasında bu sistemin birtakım sınırlılıklarının olduğu ve bunların giderilmesi durumunda eğitim alanında işlevsel bir biçimde kullanılabileceği belirlenmiştir.

Anadolu Journal Of Educational Sciences International, 2021

Journal of Computer and Education Research

In this study, it was aimed to examine the level of social emotional learning skills of social st... more In this study, it was aimed to examine the level of social emotional learning skills of social studies teachers. In this context social studies teachers' social emotional learning skills levels were investigated according to the age, gender, marital status and professional seniority. The study was carried out in the crosssectional survey design. The sample consists of 217 social studies teachers working in different regions of Turkey. The data of study was obtained through Social Emotional Learning Scale-Young Adult Form. Mann Whitney U test and Kruskal Wallis test were used to analyze the data. In the study, it was determined that social studies teachers' social emotional learning skills levels were high in the total and sub-dimensions of the Social Emotional Learning Scale Young-Adult Form. On the other hand, it was determined that teachers' social emotional learning skills levels differed significantly according to gender, age, marital status and professional seniority variables. Some recommendations have been developed depending on the results.

Turkish Online Journal of Distance Education, 2022

This study examined the plagiarism rates of student teachers (hereafter students) during the dist... more This study examined the plagiarism rates of student teachers (hereafter students) during the distance education process and investigated the reasons for plagiarising. Qualitative dominant sequential exploratory design was used. The sample consisted of students studying at two different universities in Turkey. The study group was determined in two stages as a quantitative sample and a qualitative participant group. To select the quantitative sample, the maximum diversity sampling was used, while the criterion sampling method was utilized for the qualitative participant group. The data were collected in two stages as quantitative and qualitative in accordance with the nature of the mixed-methods research. In the first stage, the assignments prepared by students were included in the plagiarism program and their similarity rates were determined. All assignments were coded according to the names of the students who prepared them. Then, the assignments with the highest and lowest rate of plagiarism were identified. In the next stage, qualitative data were collected through semi-structured interviews conducted with the students who prepared the aforementioned assignments. The interview questions were prepared to obtain in-depth information about why they plagiarized or did not plagiarize. Content analysis was applied to analyse the data, and meaningful findings were found. The findings were collected under five headings. According to the results, those with high plagiarism stated their reasons for plagiarism as their economic and social conditions were not suitable for research. On the other hand, those with low plagiarism considered plagiarism as an action such as stealing and being unfair.

International Journal Of Turkish Literature Culture Education, 2021

Günümüz Sosyal Bilgiler dersi öğretim programı, yapılandırmacı yaklaşım temelinde yürütülmektedir... more Günümüz Sosyal Bilgiler dersi öğretim programı, yapılandırmacı yaklaşım temelinde yürütülmektedir. Söz konusu yaklaşım temelinde kullanılan öğretim araçlarından biri, sözlü ve yazılı edebi ürün yelpazesidir. Bu araştırma, Sosyal Bilgiler öğretiminde sözlü ve yazılı edebi ürünlerin kullanımı konusunda yapılmış lisansüstü tezlerin incelenmesine ilişkindir. Araştırma, nitel araştırma desenlerinden doküman incelemesi ile yürütülmüştür. Çalışma kapsamında Türkiye'de araştırma konusuna yönelik yapılmış tüm lisansüstü tezler incelenmiştir. Veri toplama süreci, 13 değişken kapsamında yürütülmüştür. İncelenen tezlerin belirlenmesinde herhangi bir örneklem seçim tekniği kullanılmamış, ulaşılan tüm tezler veri kaynağı olarak işe koşulmuştur. Verilerin çözümlenmesinde betimsel analiz ve içerik analizi teknikleri bir arada kullanılmıştır. Ulaşılan bulguların bir bölümü frekans ve yüzde hesapları kapsamında tablolaştırılmış, diğer bölümü ise açıklamalar biçiminde ifade edilmiştir. Araştırmanın sonunda; Türkiye'de Sosyal Bilgiler öğretiminde sözlü ve yazılı edebi ürünlerin kullanımı konusunda yapılmış bilimsel çalışmaların çeşitli açılardan yetersiz olduğu tespit edilmiş ve bu bağlamda önerilerde bulunulmuştur.

The centred clinical side effects of dependence incorporate an upgraded motivation for drug takin... more The centred clinical side effects of dependence incorporate an upgraded motivation for drug taking (desiring) for juvenile delinquency, impeded self-control (impulsivity and compulsivity), emotion deregulation (negative mind-set) and expanded stress reactivity. Manifestations identified with debilitated poise include decreased movement in anterior (front) cingulated cortex (ACC), nearby prefrontal cortex (PFC) and other cerebrum regions. Behaviour training, for example, meditation and yoga can build the function of control systems including those prompting enhanced emotion regulations and along these lines might be a promising methodology for the treatment of fixation.

Scientific method is one means by which knowledge is created. The goal of the social studies cour... more Scientific method is one means by which knowledge is created. The goal of the social studies course is to teach the methodology used by these sciences in accessing the subject information along with the information they provide from social sciences. Therefore, social studies teachers should be aware of the scientific research methodology so that they can teach according to this purpose. In this study, the focus was on how teachers consider scientific research. This study aimed to investigate social studies teachers' views on scientific research methodology. It adopted phenomenology, one of the qualitative research designs. Maximum diversity sampling and criterion sampling were used to determine the study group. Data collection consisted of two stages. In the first stage, the Views about Scientific Inquiry Questionnaire (VASI) was applied. The second stage included a semi-structured interview form prepared by the researcher. Data were analysed via the descriptive analysis technique. The codes were classified under the headings in the VASI form. Findings showed that views of social studies teachers regarding scientific research methodology were mostly wrong and inadequate. Based on the findings, recommendations were made to social studies teachers, administrators, and the officials of the Council of Higher Education (CoHE). These suggestions were as follows: Teachers need to learn about scientific research methodology, school administrators should implement programs such as in-service training for teachers on a related subject, and CoHE officials should add more content about scientific research methodology to social studies teacher training programs.

International Journal of Eurasian Education and Culture, 2021

This study investigated the challenges faced by secondary school teachers during the emergency di... more This study investigated the challenges faced by secondary school teachers during the emergency distance education process, which was implemented due to the global pandemic. Criterion sampling, a purposive sampling method, was used in this phenomenological study. Therefore, the sample consisted of 36 secondary school teachers of various branches (Turkish, mathematics, science and social studies teacher) who were working in three provinces (İstanbul, Diyarbakır, Ağrı) of Turkey. Thus, 12 secondary school teachers were selected from each of three provinces, including three Turkish language teachers, three mathematics teachers, three science teachers, and three social studies teachers. Data were collected through semi-structured interview forms. Teachers working in Diyarbakır and Ağrı provinces were interviewed face-to-face, and those working in Istanbul were interviewed via teleconference. During the data collection process, depending on the participants' answers, additional questions were asked to obtain in-depth information. Content analysis was applied to analyse the data. The findings were provided under 5 headings: technology-related challenges, teaching-related challenges, communication-related challenges, measurement and evaluation-related challenges, challenges related to achieving learning goals. The findings were discussed under these 5 headings. The most significant results achieved in the study were based on difficulties related to technology, students' supervision and assessment-evaluation, and these challenges were found to differ from one province to another. While the inadequacy of technical infrastructure was the primary challenge faced by the teachers working in Ağrı, teachers in Diyarbakır and Istanbul did not experience this problem. On the other hand, the majority of teachers in all three provinces complained that students cannot be supervised, and measurement-evaluation process cannot be performed properly in distance education. The study provided suggestions for technology provider institutions, education planners, teachers, and parents.

Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 2021

Design thinking involve a process in which different thoughts are put forward through brainstormi... more Design thinking involve a process in which different thoughts are put forward through brainstorming. Design thinking skills emerge at the end of this process. This process includes the discovery, interpretation, idea creation, experiment, change and sharing stages. This study, which aims to monitor the development of design thinking skills in drama lesson, is modeled with case study, which is one of the qualitative research methods. The reason for the use of case study in this research is that the research is for a deep examination of the situation in a certain process. The participants of the research consist of ninety pre-service teachers who are studying drama lesson in the Social Studies department of a university in Turkey in the spring semester of the 2017-2018 academic year. Due to the temporal and economic limitations, convenience sampling technique was used in determining the participant group. In the process of collecting the data of the research, in accordance with the nature of the case study semi-structured interview form and unstructured observation form were used. The collected data were subjected to descriptive analysis. The collected data was analyzed by descriptive analysis technique. The reason for using this technique is because research data was combined under themes created within the framework of sub-questions of the research. The findings were reached by integrating the themes consisting of the sub-questions of the research. Within the scope of the findings; It was concluded that drama improves design thinking skills. Within the scope of this result, by the researchers; It was suggested that drama should be used more to develop skills.

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 2020

This study is based on personal and social development topic, which is the common point of the ps... more This study is based on personal and social development topic, which is the common point of the psychosocial development theory and Social Studies lesson. In this context it is aimed to examine the psychosocial development theory within the scope of Social Studies lesson. The information obtained from the data sources in the study conducted with the document analysis was classified within the scope of the purpose of the study. And analyzed by descriptive analysis method. At the end of the study; it has been concluded that the stages of psychosocial development theory are compatible with Social Studies Lesson's individual training approach.