Sosyal Bilgiler Dersinde Tartışmalı Konuların Etkili Öğretimine Yönelik Bir Meta Sentez

Yıl 2023, Cilt: 24 Sayı: 3, 1829 - 1864, 31.12.2023

Yağmur Bahar , Nilay Bumen

https://doi.org/10.17679/inuefd.1205267

Öz

Bu çalışmada tartışmalı konuların etkili öğretimine ilişkin olarak, nitel araştırmalardan damıtılan ve Türkiye’nin konu ile ilgili sorunlarına çözüm getirecek özgün bir sentez ortaya koymak amaçlanmıştır. Çeşitli veri tabanlarından elde edilen nitel çalışmalar, belirli dâhil etme ölçütlerine göre elenmiş; ölçütleri karşılayan çalışmaların niteliği incelendikten sonra sekiz çalışma analize dâhil edilmiştir. Çalışmaların bulguları kullanılarak birincil temalara; bunların sistematik karşılaştırılmasıyla ikincil temalara, tema ve kategoriler arasındaki ilişkilerin incelenip tartışılmasıyla senteze ulaşılmıştır. Sosyal bilgiler öğretmenlerinin tartışmalı konuların öğretiminde sıklıkla mutlak taraflılık ve kararlı taraflılık pozisyonlarını tercih ettiği, bu pozisyonların kişisel özellikleri ve ideolojilerine göre şekillendiği belirlenmiştir. Tartışmalı konuların öğretiminde anlatım ve soru-cevap dışında teknik çeşitliliği sağlanamadığı; yasal yaptırımlardan çekinme, tartışma ve iletişim becerilerinde yetersizlik ve program içeriğinin yoğunluğu gibi engeller olduğu sonucuna ulaşılmıştır. Nihai sentez olarak; öğretim programları ve program kaynaklarının yeniden düzenlenmesi, akademik özgürlüğü genişleten mevzuat değişiklikleri ve kurumlar arası iş birliği yapılması, öğretmenlerin hem tartışma ve iletişim becerilerinin hem de tartışmalı konuların öğretimine yönelik pedagojik alan bilgisinin desteklenmesi önerilmiştir.

Anahtar Kelimeler

tartışmalı konular, ihtilaflı konular, hassas konular, sosyal bilgiler öğretimi, sosyal bilgiler öğretim programı, controversial issues, social studies teaching, social studies curricula

A Meta-Synthesis for the Effective Teaching of Controversial Issues in the Social Studies Course

Öz

In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkey's problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers' discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

Anahtar Kelimeler

controversial issues, social studies teaching, social studies curricula

Kaynakça

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