International Journal of Values in Education and Society

Çocuk Dergilerinin Sosyal Bilgiler Ekonomi Konularının Öğretiminde Kullanılması

ABDULLAH UĞUR — Mon, 03 Jun 2024 00:00:00 +0300

Abstract

The objective of this study is to gain perspectives on social studies teachers regarding the effectiveness of children’s magazines in teaching economics subjects, which are integral to the social studies curriculum and significant for the future adult lives of students. To achieve this objective, all issues of the TRT Çocuk and Bilim Çocuk magazines from 2011 to 2015 were examined and coded alongside another specialist in social studies education to minimize potential errors. Using document analysis techniques, the study findings underwent additional examinations using a content analysis method. The results indicate that children’s magazines can effectively convey economic concepts, especially the achievements pertaining to “Production, Distribution and Consumption.” The findings obtained in this study, in which the document analysis technique was used, were analyzed using a content analysis method.

Based on these results, it is evident that children’s magazines can effectively contribute to learning economic concepts, particularly in the “Production, Distribution, and Consumption” domains. In addition, producing more functional activities based on children’s magazines and implementing them in lessons may attract students’ attention and increase their knowledge retention. Finally, when both magazines are analyzed in terms of their contribution to the teaching of economics topics, it is revealed that the TRT Çocuk magazine is particularly remarkable.

İlkokul ve Ortaokulda Çalışan Rehber Öğretmenlerin Değerler Eğitiminde Karşılaştıkları Zorluklar ve Çözüm Önerileri

Secra DURAK — Mon, 03 Jun 2024 00:00:00 +0300

Abstract

The aim of this research is to reveal the difficulties encountered by school counselors working in primary and secondary schools in values education and their solution suggestions. Phenomenology, one of the qualitative research designs, was used in the research. The study group of the research consists of 10 guidance counselors working in primary and secondary schools in the 2022-2023 academic year. 8 of the counselors work in public schools and 2 work in private schools. While determining the study group, easily accessible case and criterion sampling, which are among the purposeful sampling methods, were used. Semi-structured interview forms were used in the research. Qualitative content analysis was used to analyze the data. Guidance teachers describe the difficulties they face in values education in their schools; They evaluated them under the themes of parent, teacher, student, administration, guidance counselor and activity process. In addition, they proposed solutions to the difficulties they encountered in values education in their schools under the themes of in-school responsibilities and out-of-school responsibilities. While they stated effective value teaching, cooperation, and eliminating the disruptions in the implementation process as in-school responsibilities, they expressed family-oriented solutions and other solution suggestions as out-of-school responsibilities.

6. ve 7. Sınıf Öğrencilerinin Tarihi Dizilerle Yaşam Boyu Öğrenmeye İlişkin Algı Düzeylerinin İncelenmesi

Esra KEMİKSİZOĞLU — Mon, 03 Jun 2024 00:00:00 +0300

Learning is a lifelong process. The level of the effect of TV series on making historical knowledge more permanent has been determined. The aim of this research is to measure the level of 6th and 7th grade students' perception of lifelong learning with historical TV series, to measure the contribution of historical TV series in the context of historical knowledge and whether it varies according to students' television viewing status. The research was conducted with descriptive survey method. This study was conducted with a total of 157 students from Sakarya-based schools. “Perception of Lifelong Learning with Historical TV Series (HLLTS)” scale was used as a data collection tool. It is seen that there is no significant difference in the history knowledge dimension of students' perception of lifelong learning with historical series according to gender and grade level.