Derya Bekiroğlu | Istanbul University (original) (raw)

Papers by Derya Bekiroğlu

Bu çalışmada 2024 yılında Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı (OÖEP) ve 201... more Bu çalışmada 2024 yılında Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı (OÖEP) ve 2013 Okul Öncesi Eğitim Programı (OÖEP) karşılaştırmalı olarak felsefe ve amaç, yapı, ilke-içerik, öğrenme süreci, değer ve değerlendirme başlıkları analiz edilmiştir. Araştırma nitel araştırma yöntemi temelinde doküman incelemesine göre yürütülmüştür. Araştırmanın veri kaynakları 2013 OÖEP ile 2024 OÖEP'dır. Araştırmanın verileri betimsel analiz yoluyla analiz edilmiştir. Araştırmanın bulguları şu şekildedir; her iki programının yapılandırmacı yaklaşımı benimsediği, etkin öğrenme uygulamalarını dikkate aldığı ifade edilebilir. Bununla birlikte, 2013 OÖEP "gelişimsel" model temelinde hazırlanırken, 2024 Türkiye Yüzyılı Maarif Modeli OÖEP "beceri temelli" bir yaklaşımla hazırlanmıştır. Bu doğrultuda 2018 OÖEP sarmal, eklektik ve gelişimsel yapıdayken, 2024 OÖEP sarmal, beceri edinimi odaklıdır. Ayrıca, 2024 OÖEP'da Okul öncesi eğitimin genel amaçları kısmında içinde yaşanılan toplumun "değerlerine uygun davranış" edinimi ilkesi eklenmiştir. 2013 OÖEP' dan farklı olarak, 2024 OÖE programında kazanım ve gösterge yerini alan becerileri, öğrenme çıktıları ve alt öğrenme çıktılarına, sosyal duygusal öğrenme becerileri, okuryazarlık becerileri yer almıştır. 2024 OÖE programında "hareket ve sağlık alanı", "sosyal alan becerileri" eklenmiştir. Öğrenme merkezlerinde de yenilikler yapılarak "erken okuryazarlık, matematik" merkezleri eklenmiştir. Ayrıca program açık hava etkinlikleri ve okul dışı öğrenme ortamlarına daha fazla zaman ayırılması önerilmiştir. Öğrenme sürecinde, keşfederek, araştırma sorgulama ve oyun temelli yaklaşımların benimsenmesi belirtilmiştir. 2013 OÖE programındaki değerler temel alınarak, değer sayısı artırılmıştır. Değerlendirme başlığı öğrenme kanıtları şeklinde ifade edilmiş ve "beceri izleme formu ve beceri edinimi formu" hazırlanarak dönem başı süreç ortası, dönem sonu" olacak şekilde uygulanması önerilmiştir.

Uluslararası Türk Eğitim Bilimleri Dergisi

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively d...

Innovation: The European Journal of Social Science Research

International Journal of Educational Research Review

In this study, the pictures drawn by primary school students about noise were analyzed semiotical... more In this study, the pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school 3rd and 4th grade student volunteers. Research data are the pictures drawn by the children and the semi-structured interview records. From the analysis of the students' drawings, three main themes, namely "visual indicator", "sign", and "symbol" are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, there were also paintings showing that they perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the stude...

Uluslararası Türk eğitim bilimleri dergisi, Oct 30, 2022

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively different, it has been observed that they are distributed into similar units. It has been observed that the outcomes of multicultural education in the life studies curriculum of both countries are concentrated in the units where the students gain citizenship awareness and socialize. However, it has been concluded that the multicultural education outcomes of the relevant course curricula of both countries have the content of "behavior and value, democratic participation, cultural literacy". It has been observed that the multicultural education outcomes with the content of "cultural literacy" in the German Sachunterricht curriculum are quantitatively less than the Turkish life studies curriculum.

Osmangazi Journal of Educational Research

In this research, life studies and social studies course curricula were analyzed according to the... more In this research, life studies and social studies course curricula were analyzed according to the sustainability goals of the United Nations Development Program (2016). The research was carried out with the qualitative research method. The research group is the 2018 life studies curriculum and primary school social studies curriculum. The data were accessed using the "document review" technique. Descriptive analysis was used in the analysis of the data. According to the findings of the research, it is the principle of “gapped health and wellbeing, responsible production and consumption” of the sustainability goals that the outcomes of the life studies and social studies course curriculum are the most. It has been determined that the number of outcomes related to goals such as "quality education, gender inequality" in both curriculums is low. The life studies and social studies course aims “to develop the individual’s life skills and to support him/her to be a goo...

Mimbar Sekolah Dasar

This study aims to get the opinions of primary school 2nd and 3rd-grade students about the life s... more This study aims to get the opinions of primary school 2nd and 3rd-grade students about the life studies lessons taught with distance education in the 2020-2021 academic year. For this purpose, open-ended questionnaires, document reviews, and interviews were used as data collection tools in the study, which was designed with a case study, one of the qualitative research designs. The study was continued with the students selected by criterion sampling from the 2nd and 3rd-grade students attending a public school on the European side of Istanbul. Content analysis was used in the analysis of the data. it has been determined that primary school students prefer to teach life studies at school rather than distance education. In addition, it was found that one of the common reasons for students who like or dislike distance education is "seeing their teachers and friends". However, the students stated that they learned the life studies lesson better at school, the lessons were more...

Trakya Eğitim Dergisi

Bu çalışmanın amacı ABD (Washington) 2019 Sosyal bilgiler öğretim programı ile Türkiye 2018 Sosya... more Bu çalışmanın amacı ABD (Washington) 2019 Sosyal bilgiler öğretim programı ile Türkiye 2018 Sosyal bilgiler öğretim programının amaç, kapsam, içerik, temel beceri ve değerler, öğrenme- öğretme süreci, ölçme ve değerlendirme boyutları açısından karşılaştırılmalı olarak incelenmesidir. Araştırmanın çalışma grubunu 2019 ABD (Washington) sosyal bilgiler öğretim programı ile Türkiye 2018 sosyal bilgiler öğretim programı oluşturmaktadır. Araştırma nitel bir çalışma olup, dölüman incelemesi yöntemi kullanılmıştır. Elde edilen veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırmanın sonucuna göre her iki ülkenin programında vurgulanan amacın “Vatandaşlık becerisi ve yetkinlik” kazandırma olduğu; kapsam, içerik ve temel ve değerler, öğrenme ve öğretme süreci açısından çoğunlukla benzer olduğu; sosyal bilgiler dersinin ilkokulda farklı sınıf seviyelerinde okutulmaya başlanması ile ölçme ve değerlendirme açısından farklılıklar olduğu sonucuna ulaşılmıştır.

Kuram ve Uygulamada Sosyal Bilimler Dergisi

Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 2016 hayat bilgisi ve Türkiye 2018 hay... more Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 2016 hayat bilgisi ve Türkiye 2018 hayat bilgisi öğretim programlarının öğretim programının temel öğeleri açısından karşılaştırmalı olarak incelenmesidir. Bu amaçla araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2016 KKTC (KKTC) ve 2018 Türkiye hayat bilgisi öğretim programları oluşturmaktadır. Veriler doküman incelemesi tekniğiyle toplanmıştır. Verilerin analizinde betimsel analiz kullanılmıştır. Araştırmanın sonuçlarına göre KKTC hayat bilgisi öğretim programı ile Türkiye hayat bilgisi öğretim programının dayandıkları eğitim felsefesi, amaçları, öğrenme- öğretmen süreci, ölçme ve değerlendirme süreci açısından benzer özellikleri taşıdığı; programın yapısı ve içerik açısından farklılıklar olduğu sonuçlarına ulaşılmıştır. Bu farklılıklar şunlardır; KKTC hayat bilgisi öğretim programının öğrenme alanı temelli; Türkiye hayat bilgisi öğretim programının ünite temelli içeriğe sahip olduğu, öğren...

Türkiye Eğitim Dergisi

Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 4. Sınıf Sosyal Bilgiler ders kitabınd... more Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 4. Sınıf Sosyal Bilgiler ders kitabında yer alan değerler ile Türkiye 4. Sınıf Sosyal Bilgiler ders kitabında eşdeğer nitelikte olan öğrenme alanlarındaki değerlerin Rokeach’ın değer sınıflamasına göre incelenmesidir. Araştırma nitel bir çalışma olup durum çalışması araştırma desenindedir. Araştırmanın çalışma grubunu KKTC 4. Sınıf Sosyal Bilgiler ders kitabı “Ben”, “Ailem” , “Yaşadığım Çevre” adlı üniteler ile Türkiye 4. sınıf Sosyal Bilgiler ders kitabı “birey ve toplum”, “Kültür ve Miras”, “İnsanlar, yerler ve Çevreler” adlı öğrenme alanları oluşturmaktadır. Araştırmanın verileri doküman inceleme yöntemi ile elde edilmiştir. Veriler betimsel analize tabi tutulmuştur. Araştırmanın bulguları şu sonuçları ortaya çıkarmıştır. Kuzey Kıbrıs 4.sınıf Sosyal Bilgiler ders kitabı ve Türkiye 4.sınıf Sosyal Bilgiler ilgili ünite ve öğrenme alanlarındaki değerlerin Rokeach’ın değer sınıflamasına göre “araçsal değerler” türünde topland...

The Journal of International Lingual Social and Educational Sciences

Bu araştırmada hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımı öğretm... more Bu araştırmada hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımı öğretmen görüşlerine göre incelenmiştir. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu İstanbul ili Fatih, Bakırköy ve Florya ilçelerindeki devlet okullarında görev yapmakta olan toplam 32 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme, verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın sonuçlarına göre sınıf öğretmenlerinin hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımını önemli gördükleri bulgusuna ulaşılmıştır. Ayrıca öğretmenlerin çoğunun yerel ve sözlü tarih kavramlarını doğru algıladıkları görülmüştür. Bununla birlikte çok az sayıda sınıf öğretmeninin sözlü ve yerel tarih algılarında karışıklık olduğu görülmüştür. Sınıf öğretmenlerinin yerel ve sözlü tarih metodunu hayat bilgisi ve sosyal bilgiler derslerinde kullanmalarına ilişkin g...

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

Bilgiler derslerinde yaşam becerilerine yönelik yapılmış toplam 101 çalışma oluşturmaktadır. Veri... more Bilgiler derslerinde yaşam becerilerine yönelik yapılmış toplam 101 çalışma oluşturmaktadır. Veriler doküman incelemesi yoluyla analiz edilmiştir. Her birçalışma meta-sentez basamaklarına göre meta temalara ayrılmış ve analize dilmiştir. Elde edilen bulgular sonucunda meta-sentez raporu oluşturulmuştur. Araştırmanın sonuçlarına göre; Hayat Bilgisi ve Sosyal Bilgiler derslerinde en çok "temel beceriler" üzerinde çalışıldığı görülmüştür. Sonuç olarak, çocuğun toplumsal bir kimlik kazandığı Sosyal Bilgiler ve Hayat Bilgisi derslerinde iş hayatı ve kişisel beceriler gibi diğer yaşam becerilerine yönelik çalışmaların sayısının artmasının bu derslerin 21. yüzyıl insani niteliklerine sahip bireyler yetiştirme amacına hizmet edeceği ve alana katkı sağlayacağı düşünülmektedir.

International Online Journal of Primary Education, 2022

This comparative educational study aims to analyze the values in the Sachunterricht (Social Studi... more This comparative educational study aims to analyze the values in the Sachunterricht (Social Studies) 1/2 textbook in Germany and in the 2nd-grade Social Studies textbook in Turkey according to the “Basic Human Values Theory”. For this purpose, the method of the study is the case study design, which is a qualitative research design, and the data were analyzed with the method of document analysis. Descriptive analyses were used in the analysis of the data. According to the results of the study, while values were emphasized 187 times in the units in the German Sachunterricht textbook, they were emphasized 328 times in the units of the Turkish 2nd-grade Social Studies textbook. Moreover, in the textbooks of both countries, the "conformity / rules", and "conformity / interpersonal" value types were emphasized. Additionally, the "universalism / nature" value type was included in each unit in the 2nd-grade Social Studies textbook of Turkey, and this value was ...

Uluslararası Alan Eğitimi Dergisi

The main purpose of this research is to analyze the relationship between real-life activities in ... more The main purpose of this research is to analyze the relationship between real-life activities in German and Turkey primary school 4th-grade mathematics textbooks, according to the classification proposed by Gainsburg (2008). For this purpose, document analysis, one of the qualitative research methods, was used in the research. The data source of the research is "Fredo 4 Mathematics" in Germany and "Primary School 4th Grade Mathematics Textbook" in Turkey. In the research, descriptive analysis was used in the analysis of the data, and the results were reflected in frequency and percentage tables. The results of the research show that the activities in the mathematics textbooks of both countries are mostly "classical word problems" and the problems include real contexts. It has been revealed that the mathematics textbooks of both countries are strong in terms of activities such as "applied mathematical representations", and the number of activit...

The ability to relate mathematics teaching to real life is the common goal of many countries' mat... more The ability to relate mathematics teaching to real life is the common goal of many countries' mathematics curriculum National Society for Experiential Education's (NSEE) [2011] "Eight Principles of Good Practice for All Experiential Learning Activities." (intention, originality, planning, clarity, monitoring and evaluation, reflection, evaluation, and acknowledgement) recommend that students' experiences and the meaning and learning they derive from those experiences should be consolidated. Students' ability to develop mathematical skills is directly linked to their ability to relate, which includes skills such as "problem solving, reasoning, communication.". Bringing real-world contexts to mathematics lessons can affect students' attitudes towards mathematics and also support their mathematical association skills. In this context, it is important to analyze how the activities in the textbooks, which are the first resources in the classroom, are prepared and to what extent they connect the student with real life. In this regard, the focus is on the activities in the primary school mathematics textbook. In this study, the relationship of the activities in the Greek Primary School 3rd-grade textbook with real life was analyzed based on Gainsburg's (2008) classification. The document analysis method was used in the study, which was conducted on the basis of qualitative research. The data source of the research is the Greek Primary School 3rd grade mathematics textbook. The data obtained was analyzed using the descriptive analysis method. As a result of analyzing a total of 147 activities, it was determined that the activities were collected in the type of classical word problems and partially included activity types associated with real life.

Mimbar Sekolah Dasar

An educational museum is an active learning environment created for students’ participation (art,... more An educational museum is an active learning environment created for students’ participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings,...

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively different, it has been observed that they are distributed into similar units. It has been observed that the outcomes of multicultural education in the life studies curriculum of both countries are concentrated in the units where the students gain citizenship awareness and socialize. However, it has been concluded that the multicultural education outcomes of the relevant course curricula of both countries have the content of "behavior and value, democratic participation, cultural literacy". It has been observed that the multicultural education outcomes with the content of "cultural literacy" in the German Sachunterricht curriculum are quantitatively less than the Turkish life studies curriculum.

International Journal of Educational Research Review, 2022

In this study, pictures drawn by primary school students about noise were analyzed semiotically. ... more In this study, pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school student volunteers. Research data are the pictures drawn by the children and semi-structured interview records. From the analysis of the students' drawings, three main themes, namely "visual indicator", "sign", and "symbol" are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, paintings also showed that the children perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the students at the school, initiate awareness in a school of silence as a shared social value, and physically improve school acoustic quality.

Thinking Skills and Creativity, 2022

In this study, the tendencies of the studies on thinking skills in Life Studies and Social Studie... more In this study, the tendencies of the studies on thinking skills in Life Studies and Social Studies courses were determined. For this purpose, the study was carried out by the meta-synthesis method. The study group consists of a total of (n=100) articles and theses studies on thinking skills in Life Studies and Social Studies courses. Data were analyzed by document review. According to the meta-synthesis method, each study was coded, and divided into meta-themes. Then, each meta-theme was analyzed; and synthesized. According to the results of the research; It has been observed that the studies on thinking skills in Life Studies and Social Studies courses are mostly experimental design studies that measure the level of critical thinking skills. It
was found that most of the studies were conducted in 2019 and the study group was "secondary school students". In addition, it has been observed that “simple random sampling and sample level and size in the range of 31-100 were used in the studies. Content analysis is the most common in qualitative data analysis; It was seen that t-test and ANOVA calculations were used most frequently in quantitative data analysis. It is one of the findings that the results of the studies mostly reported positive effects and opinions. In studies reporting negative effects and opinions, it found that teachers need training in teaching thinking skills.

Bu çalışmada 2024 yılında Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı (OÖEP) ve 201... more Bu çalışmada 2024 yılında Türkiye Yüzyılı Maarif Modeli Okul Öncesi Eğitim Programı (OÖEP) ve 2013 Okul Öncesi Eğitim Programı (OÖEP) karşılaştırmalı olarak felsefe ve amaç, yapı, ilke-içerik, öğrenme süreci, değer ve değerlendirme başlıkları analiz edilmiştir. Araştırma nitel araştırma yöntemi temelinde doküman incelemesine göre yürütülmüştür. Araştırmanın veri kaynakları 2013 OÖEP ile 2024 OÖEP'dır. Araştırmanın verileri betimsel analiz yoluyla analiz edilmiştir. Araştırmanın bulguları şu şekildedir; her iki programının yapılandırmacı yaklaşımı benimsediği, etkin öğrenme uygulamalarını dikkate aldığı ifade edilebilir. Bununla birlikte, 2013 OÖEP "gelişimsel" model temelinde hazırlanırken, 2024 Türkiye Yüzyılı Maarif Modeli OÖEP "beceri temelli" bir yaklaşımla hazırlanmıştır. Bu doğrultuda 2018 OÖEP sarmal, eklektik ve gelişimsel yapıdayken, 2024 OÖEP sarmal, beceri edinimi odaklıdır. Ayrıca, 2024 OÖEP'da Okul öncesi eğitimin genel amaçları kısmında içinde yaşanılan toplumun "değerlerine uygun davranış" edinimi ilkesi eklenmiştir. 2013 OÖEP' dan farklı olarak, 2024 OÖE programında kazanım ve gösterge yerini alan becerileri, öğrenme çıktıları ve alt öğrenme çıktılarına, sosyal duygusal öğrenme becerileri, okuryazarlık becerileri yer almıştır. 2024 OÖE programında "hareket ve sağlık alanı", "sosyal alan becerileri" eklenmiştir. Öğrenme merkezlerinde de yenilikler yapılarak "erken okuryazarlık, matematik" merkezleri eklenmiştir. Ayrıca program açık hava etkinlikleri ve okul dışı öğrenme ortamlarına daha fazla zaman ayırılması önerilmiştir. Öğrenme sürecinde, keşfederek, araştırma sorgulama ve oyun temelli yaklaşımların benimsenmesi belirtilmiştir. 2013 OÖE programındaki değerler temel alınarak, değer sayısı artırılmıştır. Değerlendirme başlığı öğrenme kanıtları şeklinde ifade edilmiş ve "beceri izleme formu ve beceri edinimi formu" hazırlanarak dönem başı süreç ortası, dönem sonu" olacak şekilde uygulanması önerilmiştir.

Uluslararası Türk Eğitim Bilimleri Dergisi

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively d...

Innovation: The European Journal of Social Science Research

International Journal of Educational Research Review

In this study, the pictures drawn by primary school students about noise were analyzed semiotical... more In this study, the pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school 3rd and 4th grade student volunteers. Research data are the pictures drawn by the children and the semi-structured interview records. From the analysis of the students' drawings, three main themes, namely "visual indicator", "sign", and "symbol" are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, there were also paintings showing that they perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the stude...

Uluslararası Türk eğitim bilimleri dergisi, Oct 30, 2022

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively different, it has been observed that they are distributed into similar units. It has been observed that the outcomes of multicultural education in the life studies curriculum of both countries are concentrated in the units where the students gain citizenship awareness and socialize. However, it has been concluded that the multicultural education outcomes of the relevant course curricula of both countries have the content of "behavior and value, democratic participation, cultural literacy". It has been observed that the multicultural education outcomes with the content of "cultural literacy" in the German Sachunterricht curriculum are quantitatively less than the Turkish life studies curriculum.

Osmangazi Journal of Educational Research

In this research, life studies and social studies course curricula were analyzed according to the... more In this research, life studies and social studies course curricula were analyzed according to the sustainability goals of the United Nations Development Program (2016). The research was carried out with the qualitative research method. The research group is the 2018 life studies curriculum and primary school social studies curriculum. The data were accessed using the "document review" technique. Descriptive analysis was used in the analysis of the data. According to the findings of the research, it is the principle of “gapped health and wellbeing, responsible production and consumption” of the sustainability goals that the outcomes of the life studies and social studies course curriculum are the most. It has been determined that the number of outcomes related to goals such as "quality education, gender inequality" in both curriculums is low. The life studies and social studies course aims “to develop the individual’s life skills and to support him/her to be a goo...

Mimbar Sekolah Dasar

This study aims to get the opinions of primary school 2nd and 3rd-grade students about the life s... more This study aims to get the opinions of primary school 2nd and 3rd-grade students about the life studies lessons taught with distance education in the 2020-2021 academic year. For this purpose, open-ended questionnaires, document reviews, and interviews were used as data collection tools in the study, which was designed with a case study, one of the qualitative research designs. The study was continued with the students selected by criterion sampling from the 2nd and 3rd-grade students attending a public school on the European side of Istanbul. Content analysis was used in the analysis of the data. it has been determined that primary school students prefer to teach life studies at school rather than distance education. In addition, it was found that one of the common reasons for students who like or dislike distance education is "seeing their teachers and friends". However, the students stated that they learned the life studies lesson better at school, the lessons were more...

Trakya Eğitim Dergisi

Bu çalışmanın amacı ABD (Washington) 2019 Sosyal bilgiler öğretim programı ile Türkiye 2018 Sosya... more Bu çalışmanın amacı ABD (Washington) 2019 Sosyal bilgiler öğretim programı ile Türkiye 2018 Sosyal bilgiler öğretim programının amaç, kapsam, içerik, temel beceri ve değerler, öğrenme- öğretme süreci, ölçme ve değerlendirme boyutları açısından karşılaştırılmalı olarak incelenmesidir. Araştırmanın çalışma grubunu 2019 ABD (Washington) sosyal bilgiler öğretim programı ile Türkiye 2018 sosyal bilgiler öğretim programı oluşturmaktadır. Araştırma nitel bir çalışma olup, dölüman incelemesi yöntemi kullanılmıştır. Elde edilen veriler betimsel analiz yöntemiyle analiz edilmiştir. Araştırmanın sonucuna göre her iki ülkenin programında vurgulanan amacın “Vatandaşlık becerisi ve yetkinlik” kazandırma olduğu; kapsam, içerik ve temel ve değerler, öğrenme ve öğretme süreci açısından çoğunlukla benzer olduğu; sosyal bilgiler dersinin ilkokulda farklı sınıf seviyelerinde okutulmaya başlanması ile ölçme ve değerlendirme açısından farklılıklar olduğu sonucuna ulaşılmıştır.

Kuram ve Uygulamada Sosyal Bilimler Dergisi

Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 2016 hayat bilgisi ve Türkiye 2018 hay... more Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 2016 hayat bilgisi ve Türkiye 2018 hayat bilgisi öğretim programlarının öğretim programının temel öğeleri açısından karşılaştırmalı olarak incelenmesidir. Bu amaçla araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 2016 KKTC (KKTC) ve 2018 Türkiye hayat bilgisi öğretim programları oluşturmaktadır. Veriler doküman incelemesi tekniğiyle toplanmıştır. Verilerin analizinde betimsel analiz kullanılmıştır. Araştırmanın sonuçlarına göre KKTC hayat bilgisi öğretim programı ile Türkiye hayat bilgisi öğretim programının dayandıkları eğitim felsefesi, amaçları, öğrenme- öğretmen süreci, ölçme ve değerlendirme süreci açısından benzer özellikleri taşıdığı; programın yapısı ve içerik açısından farklılıklar olduğu sonuçlarına ulaşılmıştır. Bu farklılıklar şunlardır; KKTC hayat bilgisi öğretim programının öğrenme alanı temelli; Türkiye hayat bilgisi öğretim programının ünite temelli içeriğe sahip olduğu, öğren...

Türkiye Eğitim Dergisi

Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 4. Sınıf Sosyal Bilgiler ders kitabınd... more Bu araştırmanın amacı Kuzey Kıbrıs Türk Cumhuriyeti (KKTC) 4. Sınıf Sosyal Bilgiler ders kitabında yer alan değerler ile Türkiye 4. Sınıf Sosyal Bilgiler ders kitabında eşdeğer nitelikte olan öğrenme alanlarındaki değerlerin Rokeach’ın değer sınıflamasına göre incelenmesidir. Araştırma nitel bir çalışma olup durum çalışması araştırma desenindedir. Araştırmanın çalışma grubunu KKTC 4. Sınıf Sosyal Bilgiler ders kitabı “Ben”, “Ailem” , “Yaşadığım Çevre” adlı üniteler ile Türkiye 4. sınıf Sosyal Bilgiler ders kitabı “birey ve toplum”, “Kültür ve Miras”, “İnsanlar, yerler ve Çevreler” adlı öğrenme alanları oluşturmaktadır. Araştırmanın verileri doküman inceleme yöntemi ile elde edilmiştir. Veriler betimsel analize tabi tutulmuştur. Araştırmanın bulguları şu sonuçları ortaya çıkarmıştır. Kuzey Kıbrıs 4.sınıf Sosyal Bilgiler ders kitabı ve Türkiye 4.sınıf Sosyal Bilgiler ilgili ünite ve öğrenme alanlarındaki değerlerin Rokeach’ın değer sınıflamasına göre “araçsal değerler” türünde topland...

The Journal of International Lingual Social and Educational Sciences

Bu araştırmada hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımı öğretm... more Bu araştırmada hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımı öğretmen görüşlerine göre incelenmiştir. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu İstanbul ili Fatih, Bakırköy ve Florya ilçelerindeki devlet okullarında görev yapmakta olan toplam 32 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme, verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın sonuçlarına göre sınıf öğretmenlerinin hayat bilgisi ve sosyal bilgiler derslerinde yerel ve sözlü tarih kullanımını önemli gördükleri bulgusuna ulaşılmıştır. Ayrıca öğretmenlerin çoğunun yerel ve sözlü tarih kavramlarını doğru algıladıkları görülmüştür. Bununla birlikte çok az sayıda sınıf öğretmeninin sözlü ve yerel tarih algılarında karışıklık olduğu görülmüştür. Sınıf öğretmenlerinin yerel ve sözlü tarih metodunu hayat bilgisi ve sosyal bilgiler derslerinde kullanmalarına ilişkin g...

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

Bilgiler derslerinde yaşam becerilerine yönelik yapılmış toplam 101 çalışma oluşturmaktadır. Veri... more Bilgiler derslerinde yaşam becerilerine yönelik yapılmış toplam 101 çalışma oluşturmaktadır. Veriler doküman incelemesi yoluyla analiz edilmiştir. Her birçalışma meta-sentez basamaklarına göre meta temalara ayrılmış ve analize dilmiştir. Elde edilen bulgular sonucunda meta-sentez raporu oluşturulmuştur. Araştırmanın sonuçlarına göre; Hayat Bilgisi ve Sosyal Bilgiler derslerinde en çok "temel beceriler" üzerinde çalışıldığı görülmüştür. Sonuç olarak, çocuğun toplumsal bir kimlik kazandığı Sosyal Bilgiler ve Hayat Bilgisi derslerinde iş hayatı ve kişisel beceriler gibi diğer yaşam becerilerine yönelik çalışmaların sayısının artmasının bu derslerin 21. yüzyıl insani niteliklerine sahip bireyler yetiştirme amacına hizmet edeceği ve alana katkı sağlayacağı düşünülmektedir.

International Online Journal of Primary Education, 2022

This comparative educational study aims to analyze the values in the Sachunterricht (Social Studi... more This comparative educational study aims to analyze the values in the Sachunterricht (Social Studies) 1/2 textbook in Germany and in the 2nd-grade Social Studies textbook in Turkey according to the “Basic Human Values Theory”. For this purpose, the method of the study is the case study design, which is a qualitative research design, and the data were analyzed with the method of document analysis. Descriptive analyses were used in the analysis of the data. According to the results of the study, while values were emphasized 187 times in the units in the German Sachunterricht textbook, they were emphasized 328 times in the units of the Turkish 2nd-grade Social Studies textbook. Moreover, in the textbooks of both countries, the "conformity / rules", and "conformity / interpersonal" value types were emphasized. Additionally, the "universalism / nature" value type was included in each unit in the 2nd-grade Social Studies textbook of Turkey, and this value was ...

Uluslararası Alan Eğitimi Dergisi

The main purpose of this research is to analyze the relationship between real-life activities in ... more The main purpose of this research is to analyze the relationship between real-life activities in German and Turkey primary school 4th-grade mathematics textbooks, according to the classification proposed by Gainsburg (2008). For this purpose, document analysis, one of the qualitative research methods, was used in the research. The data source of the research is "Fredo 4 Mathematics" in Germany and "Primary School 4th Grade Mathematics Textbook" in Turkey. In the research, descriptive analysis was used in the analysis of the data, and the results were reflected in frequency and percentage tables. The results of the research show that the activities in the mathematics textbooks of both countries are mostly "classical word problems" and the problems include real contexts. It has been revealed that the mathematics textbooks of both countries are strong in terms of activities such as "applied mathematical representations", and the number of activit...

The ability to relate mathematics teaching to real life is the common goal of many countries' mat... more The ability to relate mathematics teaching to real life is the common goal of many countries' mathematics curriculum National Society for Experiential Education's (NSEE) [2011] "Eight Principles of Good Practice for All Experiential Learning Activities." (intention, originality, planning, clarity, monitoring and evaluation, reflection, evaluation, and acknowledgement) recommend that students' experiences and the meaning and learning they derive from those experiences should be consolidated. Students' ability to develop mathematical skills is directly linked to their ability to relate, which includes skills such as "problem solving, reasoning, communication.". Bringing real-world contexts to mathematics lessons can affect students' attitudes towards mathematics and also support their mathematical association skills. In this context, it is important to analyze how the activities in the textbooks, which are the first resources in the classroom, are prepared and to what extent they connect the student with real life. In this regard, the focus is on the activities in the primary school mathematics textbook. In this study, the relationship of the activities in the Greek Primary School 3rd-grade textbook with real life was analyzed based on Gainsburg's (2008) classification. The document analysis method was used in the study, which was conducted on the basis of qualitative research. The data source of the research is the Greek Primary School 3rd grade mathematics textbook. The data obtained was analyzed using the descriptive analysis method. As a result of analyzing a total of 147 activities, it was determined that the activities were collected in the type of classical word problems and partially included activity types associated with real life.

Mimbar Sekolah Dasar

An educational museum is an active learning environment created for students’ participation (art,... more An educational museum is an active learning environment created for students’ participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings,...

This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula... more This study aims to examine the German (Bavaria) Sachunterricht and Turkish Life studies curricula in terms of multicultural education. For this purpose, the study was carried out with document analysis, one of the qualitative research methods. The data set of the research is the Sachunterricht course (1/2 and 3/4 grade) curriculum in the Bavarian state of Germany and the Turkish Life studies (1,2 and 3rd grade) curriculum. The data sources of the research were obtained from the official websites of the education ministries of the relevant countries. Descriptive analysis, one of the qualitative research data analysis methods, was used in the data analysis of the research. The results of the research are as follows; Outcomes related to multicultural education in Turkish Life studies curriculum (n=15); Germany (Bavaria) Sachunterricht curriculum has multicultural education outcomes (n=17). In terms of multicultural education, although the outcomes of both countries are quantitatively different, it has been observed that they are distributed into similar units. It has been observed that the outcomes of multicultural education in the life studies curriculum of both countries are concentrated in the units where the students gain citizenship awareness and socialize. However, it has been concluded that the multicultural education outcomes of the relevant course curricula of both countries have the content of "behavior and value, democratic participation, cultural literacy". It has been observed that the multicultural education outcomes with the content of "cultural literacy" in the German Sachunterricht curriculum are quantitatively less than the Turkish life studies curriculum.

International Journal of Educational Research Review, 2022

In this study, pictures drawn by primary school students about noise were analyzed semiotically. ... more In this study, pictures drawn by primary school students about noise were analyzed semiotically. The study was carried out with 20 primary school student volunteers. Research data are the pictures drawn by the children and semi-structured interview records. From the analysis of the students' drawings, three main themes, namely "visual indicator", "sign", and "symbol" are identified in this paper. The reasons for the noise in the school are depicted quite well in the student pictures; noise is reflected as a phenomenon that is disturbing, destructive, threatening physiological-psychological health, and negatively affecting social life and learning in school. However, paintings also showed that the children perceived sound and noise as the same concept. Students identified calmness in the classroom with the teacher. Findings suggested that activities should be included to improve the sound and noise awareness of the students at the school, initiate awareness in a school of silence as a shared social value, and physically improve school acoustic quality.

Thinking Skills and Creativity, 2022

In this study, the tendencies of the studies on thinking skills in Life Studies and Social Studie... more In this study, the tendencies of the studies on thinking skills in Life Studies and Social Studies courses were determined. For this purpose, the study was carried out by the meta-synthesis method. The study group consists of a total of (n=100) articles and theses studies on thinking skills in Life Studies and Social Studies courses. Data were analyzed by document review. According to the meta-synthesis method, each study was coded, and divided into meta-themes. Then, each meta-theme was analyzed; and synthesized. According to the results of the research; It has been observed that the studies on thinking skills in Life Studies and Social Studies courses are mostly experimental design studies that measure the level of critical thinking skills. It
was found that most of the studies were conducted in 2019 and the study group was "secondary school students". In addition, it has been observed that “simple random sampling and sample level and size in the range of 31-100 were used in the studies. Content analysis is the most common in qualitative data analysis; It was seen that t-test and ANOVA calculations were used most frequently in quantitative data analysis. It is one of the findings that the results of the studies mostly reported positive effects and opinions. In studies reporting negative effects and opinions, it found that teachers need training in teaching thinking skills.