Türkçe ve Sosyal Bilimler Eğitimi Bölümü Koleksiyonu

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Leo animasyon filminin eğitim öğretim unsurları açısından incelenmesi
(Cengiz Alyılmaz, 2025) Çoban, İsmail; Keleş, Şule; Can, Tuba
Eğitsel ögeler, eğitimin bileşenlerini bir arada tutan unsurlardır. Eğitimin kalıcılığı ve eğitimin kolaylaşması için eğitsel unsurların bir bütün olarak sistemli bir şekilde işlenmesi gerekmektedir. Eğitim öğretim süreci üzerine kurgulanan LEO animasyon filmi içerdiği eğitim öğretim unsurlarının belirlenmesi amacıyla incelenmiştir. Nitel araştırma yönteminin tarama modelinden yararlanılan araştırmada veriler doküman incelemesi ile toplanmıştır. Yapılan inceleme sonucunda LEO animasyon filminde toplam 125 eğitim öğretim unsuru tespit edilmiştir. Tespit edilen unsurlar 8 ayrı başlık altında sınıflandırılmıştır. Yapılan sınıflandırmada en çok 44 unsur ile sınıf düzeni ve sınıf imkânları ile ilgili eğitim öğretim ögesi tespit edilmiştir. En az unsur ise ikişer unsur ile okul idaresi ve sınıf dışı iletişim kategorileri ile ilgilidir.
Öğretmen adaylarının çok kültürlülüğe ilişkin algılarının farklı değişkenler açısından incelenmesi
(Adıyaman Üniversitesi, 2018) Akkaya, Nevin; Susar Kırmızı, Fatma; İşçi, Cenan
Çokkültürlülük, ırk, etnik yapı, dil, cinsel yönelim, cinsiyet, yaş, engelliolma, sosyal sınıf, eğitim, dinsel yönelim ve diğer kültürel boyutlarınfarkına varılmasını içermektedir. Eğitim sürecinde önemli bir role sahipolan öğretmenlerin de çokkültürlülük konusunda nitelikli bir donanımlayetişmiş olmaları son yıllarda önemli bir gereksinim olarak görülmektedir.Bu çalışmanın amacı 1. 3. sınıfta öğrenim görmekte olan öğretmenadaylarının çokkültürlülüğe ilişkin algılarını farklı değişkenler açısındanincelemektir. Çalışmada var olan durumun ortaya konulması söz konusuolduğu için betimsel araştırmalarda başvurulan survey (tarama) yöntemikullanılmıştır. Araştırma 316 öğrenci ile Dokuz Eylül Üniversitesi 1. ve 3.sınıf öğrencileri ile gerçekleştirilmiştir. Araştırmaya Türkçe Eğitimi anabilim dalından 149, sınıf eğitimi ana bilim dalından 167 öğrencikatılmıştır. Verilerin elde edilmesinde Ayaz (2016) tarafından geliştirilen“Çokkültürlülük Algı Ölçeği” kullanılmıştır. Araştırmadan elde edilensonuçlara göre öğretmen adaylarının çokkültürlülüğe ilişkin algıları anneve baba eğitim durumuna; bir yılda okudukları kitap sayısına;cinsiyetlerine; öğrenim gördükleri bölüme; sürekli yaşadıkları bölgeye;sınıf düzeylerine göre anlamlı bir farklılık göstermemektedir. Elde edilensonuçlar öğretmen adaylarının kültürel ve bireysel farklılıklara ilişkinalgılarının benzer olduğunu göstermektedir. Öğretmen adaylarınınçokkültürlülüğe ilişkin olarak olumlu bir tavır geliştirmeleri farklıöğrencilerin topluma kazandırılması açısından önemlidir.
Eğitim fakültesi öğrencilerinin okumaya yönelik tutumları ile yazılı anlatım ders başarısı arasındaki ilişki
(Cengiz Alyılmaz, 2018) Akkaya, Nevi; İşçi, Cenan
Yazma eylemi bilgiden çok beceri gerektirir. Etkili yazma; disiplinli vesürekli çalışmaların, okuduklarından yeni anlamlar üreterek çıkarsamalarınyapıldığı; yeniden üretimin gerçekleştiği bir süreçtir. Güzel yazı yazmadaetkili bir okur olmanın, usta yazarların yazılarını okuyup incelemenin vesıkça yazma uygulamaları yapmanın rolü büyüktür. Bu nedenle yazılı anlatımbaşarısında iyi bir okuyucu olmak önemlidir. Bu çalışma ile eğitimfakültesinde çeĢitli ana bilim dallarında eğitim gören öğrencilerin okumayayönelik tutumlarını çeşitli değişkenlere göre incelemek, okuma alışkanlığıdüzeyini belirlemek ve okumaya yönelik tutum düzeyiyle yazma başarısıarasında ilişki olup olmadığını ortaya koymak amaçlanmıştır.Araştırmada tarama yöntemi kullanılmıştır. Araştırmaya Dokuz EylülÜniversitesi Buca Eğitim Fakültesi bünyesinde 10 farklı ana bilim dalındaöğrenim gören 420 öğrenci katılmıştır. Veri toplama aracı olarak SusarKırmızı (2012) tarafından geliĢtirilen okuma alışkanlığına yönelik tutumölçeği kullanılmıştır.Yapılan analizler sonucunda eğitim fakültesi öğrencilerinin okumayayönelik tutum düzeyinin ölçek genelinde % 5,1 oranında düşük, % 56,8oranında orta ve % 38,1 oranında yüksek olduğu görülmüĢtür. Eğitimfakültesi öğrencilerinin okuma alışkanlığına yönelik tutumları cinsiyete veana bilim dallarına göre anlamlı farklar göstermektedir. Diğer yandan eğitimfakültesi bünyesinde eğitim gören öğrencilerin, okuma alışkanlığına yöneliktutumları ile bir yılda okudukları kitap sayısı arasında anlamlı bir ilişki tespitedilmemiştir. AraĢtırmaya katılanların, okuma alışkanlığına yönelik tutumlarıile okur olma algı düzeyleri arasında orta düzeyde olumlu bir ilişkibelirlenmiştir. Yazılı anlatım ders başarısı ile okur olma algı düzeyleriarasında ise düşük düzeyde ilişki tespit edilmiştir.
Vesâik-i Bektaşiyân’da yer almayan Rumeli’deki Bektaşi yapıları(1400-1826)
(Özgür Savaş Özüdoğru, 2017) Değerli, Ayşe; Küçükdağ, Yusuf
Çok sayıda Yesevi şeyhi XIII. yüzyılda Orta Asya'dan Anadolu'ya gelip tekke açmış; yerleştikleri bölgelerde bağlı bulundukları Ahmed Yesevi'nin görüşlerini yaymaya başlamışlardır. Bunlardan biri de Hacı Bektaş Veli'dir. O, Anadolu'ya gelince Sulucakarahöyük'e yerleşmiş; burada kurduğu tekkede bir Yesevi şeyhi olarak faaliyet göstermiştir. Ölümünden çok sonra II. Bayezid, Balım Sultan'a Bektaşi tarikatını kurdurmuş, onlarca Bektaşi kökenli mutasavvıf Balkanlar, İstanbul, Anadolu ve Orta Doğu olmak üzere dört ana bölge üzerinden Osmanlı'nın değişik yerlerinde inşa ettikleri tekke ve zaviyelerde bağlı bulundukları tasavvuf yolunu yaymışlardır Bu çalışmada, 1400'lü yıllardan başlayıp1826'ya kadar Rumeli'de kurulmuş olan Bektaşi tekke ve zaviyeleri incelenecektir. Arşiv kayıtları, birincil kaynaklar olmaklabirlikte ilgili literatür de taranmıştır.
Sınıf öğretmeni adaylarının okumaya ilişkin algılarının incelenmesi
(Bartın Üniversitesi, 2013) Savaşkan, Vafa
Bu araştırmanın amacı, sınıf öğretmeni adaylarının okumaya ilişkin algılarının incelenmesidir. Araştırmanın katılımcılarını Artvin Çoruh Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Programı'nda öğrenim gören 56 öğretmen adayı oluşturmuştur. Bu çalışma bir durumu betimleme amacı taşıdığı için nitel araştırma yöntemi benimsenerek gerçekleştirilmiştir. Sınıf öğretmeni adaylarının okumaya ilişkin algıları açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme formuyla toplanan verilere dayalı olarak betimlenmeye çalışılmıştır. Sorulan açık uçlu sorularla öğretmen adaylarının kitap okuma alışkanlığına sahip olma durumları, okuma deneyimleri, ilk ve ortaöğretimdeki okuma çalışmalarına ilişkin algıları, okuma becerileri bakımından kendilerini ne kadar başarılı saydıkları, okumayı sevmedikleri tür ve konular, kitap okumalarını engelleyen temel nedenlere ilişkin görüşleri ve okurken yaşadıkları temel sıkıntılar tespit edilmeye çalışılmıştır. Araştırma sonunda okuma becerisinin gelişimini sağlamaya yönelik öneriler sunulmuştur.
İş birlikli öğrenme yönteminin sınıf öğretmeni adaylarının yazılı anlatım becerilerine etkisi
(Mehmet Dursun Erdem, 2013) Kardaş, Mehmet Nuri
The aim of this study is to determine the effects of cooperative learning on written expression skills of prospective classroom teachers. In order to specify the effect of cooperative learning on written expression skills of prospective teachers, pre-test, post-test measuring control group experimental pattern was used. The working group of the study consists of 74 prospective classroom teachers; experimental group (n=38) and control group (n=36). Students were asked to write a composition on “The main qualifications that a successful classroom teacher should possess and ideal teaching” as a pre-test and a progress test. Server’s (2010) composition assessment scale was examined by Turkish Language Education experts and decided to be used in the same way for evaluating the data. While analyzing data acquired as a result of Written Expression Assessment Scale and pre-test, post-test applications, Dependent samples t test was used; for the measurement of experimental and control group Independent Samples t test was used. Cooperative Learning has been found to be more effective than traditional method as regards to improving teacher candidate’s written expression skills and permanency of these skills. In the pre-test data, there weren’t any important differences found in the written expression skills of experimental group and control group (t= 1,944; p> ,05), however, in post (t= 6,663; p< ,05) and progress tests (t= 8,834; p< ,05), where cooperative learning was applied, there was a significant difference in behalf of experimental group.
Ortaokul öğrencilerinin dijital oyunlardaki yabancı sözcükleri kullanım durumunun incelenmesi
(Trakya Üniversitesi Eğitim Fakültesi, 2025) Savaşkan, Vafa; Günaydın, Eda
Nitel araştırma yönteminin durum çalışması deseninde tasarlanan bu çalışmanın amacı, dijital oyunlarda bulunan yabancı sözcüklerin ortaokul öğrencileri tarafından kullanım durumunu tespit etmektir. Araştırmanın verileri, anket ve yarı yapılandırılmış görüşme formu ile toplanmıştır. Ortaokul öğrencilerine yönelik anket, Türkçe öğretmenlerine yönelik ise görüşme formu uygulanmıştır. Elde edilen bulgular içerik analizine göre incelenmiş ve kodlamalar yapılmıştır. Çalışmanın sonucunda Türkçe öğretmenlerinin gözlemlerinden hareketle görev yaptıkları ortaokullarda öğrencilerin %93,75’inin dijital oyunlar oynadığı sonucuna ulaşılmıştır. Türkçe öğretmenlerinin %43,75’i dijital oyunların Türkçeye etkisine ilişkin dijital oyunların yabancı sözcük kullanımını arttırdığını; %37,5’i ise Türkçeyi olumsuz etkilediği yönünde görüş bildirmiştir. Öğrencilerin dijital oyunlar nedeniyle “level”, “online”, “ofline”, “çar”, “bot”, “ban”, “boss”, “tim”, “ticket”, “total”, “mod”, “klan”, “bug”, “badge” gibi sözcükleri kullanmaya başladıkları araştırmanın bulguları arasındadır. Türkçe öğretmenlerinin kanaatinin, dijital oyunların öğrencilerde saldırganlığın artmasına sebep olduğu yönünde olduğu da araştırmada ulaşılan sonuçlardandır.
On the map of the Turkish world in Turkish textbooks
(Geomatik Journal, 2025) Çoban, İsmail; Polatcan, Faruk
The place of mother tongue teaching in transferring culture to new generations is very important. The transfer of written and oral culture, prominent in mother tongue teaching, is also supported by the transfer of visual culture. With the amendment added to the Ministry of National Education Textbooks and Educational Tools Regulation in 2024, it is stated that the Turkish world map should also be included in the textbooks. Again, in the Secondary School Turkish Course Curriculum, which was changed in 2024, it is stated that elements related to the Turkish world should be included in the text preferences and textbook content. In this study, which was carried out in line with the renewed Regulation and Program, to determine the content of the map added to the middle school 5th-grade Turkish textbooks, the scanning method, one of the qualitative research methods, was used. The Turkish world map on the last pages of the 5th grade Turkish textbooks was evaluated using the document review method. In the examination, it was determined that the Turkish world map included state names, autonomous state and region names, geographies where Turkish communities live, city names, sea names, strait names, lake names, and river names. It was determined that the map did not include the names of some states that are important neighbors of Turkey and the Turkish world; the names of cities, rivers, and straits that are important for the Turkish world; and the names of regions that contain cultural and civilizational works of the Turkish world. It was concluded that the map should be re-prepared by competent cartographers and Turkologists in the field and that both cartography and Turkology were needed.
Examination of concept maps studies in terms of bibliometric features
(Geomatik Journal, 2025) Polatcan, Faruk; Çoban, İsmail; Er, Onur
Concept maps are visuals that present the relationships between concepts on a hierarchical level. This hierarchical order is expected to be more easily adopted by learners. The aim of this study is to systematically analyze the studies on concept maps in Web of Science (WoS). For this purpose, bibliometric characteristics such as type of publication, language of publication, most cited publications, keywords, productive institutions and countries were analyzed for studies on concept maps between 1979 and 2025. The descriptive design of the quantitative method was used in the study. Map networks were created with the VOSviewer program from the data compiled with the keyword "concept maps" in the WoS database. The results of the research show that concept maps are a powerful tool to increase knowledge retention and transfer in learning processes. Another result obtained from concept maps research is that linguistic and cultural influences have an expanding or limiting effect on scientific studies.
Evaluation of creative writing products according to content and some variables
(Ankara University, 2020) İşçi Karameşe, Cenan; Susar Kırmızı, Fatma; Akkaya, Nevin
The aim of this study was to assess elementary school students' creative writing products in terms of "compliance with creative writing criteria" and content. Mixed-method approach was adopted in this study. The research was conducted with 4th grade students (n = 122) attending three primary schools in the fall semester of the 2017-2018 academic year. Scale for Evaluating Creative Writing Products (SECWP) developed by Beydemir (2010) and "and students’ creative writing texts" were used to gather data. During qualitative part of the study, students listened Chopin’s “Nocturne op. 9 No. 2” composition and they were asked to write about the color that they associate with the music and their feelings about this color. According to qualitative findings of the study, it seemed that the participants associate Chopin's work with blue, purple and green colors which are cold colors, and they tried to explain this association with the concepts related to sky, forest, love, freedom, and thought.
Discovery learning strategy in geographical education: A sample of lesson design
(Eyup Artvinli, 2019) İlhan, Ali; Gülersoy, Ali Ekber
The practice and activity examples are quite limited regarding how the learning-teaching processes, which are offered by the teaching program of geography lesson prepared in 2005, updated in 2011 and amended comprehensively in 2017, can be achieved. There is not any teachers' guide analyzing the teaching program's approach and how it should be conducted is available in this matter, indeed. For this reason, the application of the program is completely under the initiative of teachers. This research aims at analyzing the discovery learning strategy, one of the strategies made use of in geography teaching, preparing an example lesson plan as to how the discovery learning strategy can be transferred to classrooms and developing suggestions in order to fill the gap in the literature even a little and increase the number of model applications. The reason why the discovery learning strategy is chosen in the research is the fact that it is in compliance with the student-centered approach proposed by the geography teaching program in effect because it is essential in the discovery learning strategy that students are centered and teachers act as guides. The research was conducted by means of descriptive analysis method. Within this frame, the discovery learning strategy was examined; the importance of planning the teaching activities was explained and a lesson template was created. With reference to the mentioned template; a lesson plan example based on the subject "Interior Structure of the Earth" was prepared in order to offer an example regarding how the discovery learning strategy can be moved to classrooms. The research results are anticipated to be useful for geography and other branch teachers and to constitute a basis for prospective academic studies.
Recycling assessment instrument (RAI): Validity and reliability study
(Routledge, 2018) Coşkun, Kerem; Topkaya, Yavuz; Coşkun, Meral; Kara, Cihan
The present study addresses development of an instrument assessing primary school children's procedural knowledge of recycling. It was designed as survey research. The research sample included 361 primary school children whose ages vary from 7 to 10 years so it was decided to make a draft of the instrument with images and drawings of recyclable and non-recyclable materials. Data were analyzed with item-total correlation, comparison of upper and lower 27% groups, inter-item correlation and internal consistency. The results of the study indicate that the RAI is a reliable and valid instrument to assess the procedural knowledge levels of primary school children.
The metaphorical perceptions of teacher candidates on the concept of "Web 2.0 technology"
(Eyup Artvinli, 2018) Ulu Kalın, Özlem; Birişçi, Salih
A metaphor is the expression of a concept or a phenomenon by a person by using analogy in the sense that s/he perceives. This study was conducted for the purpose of finding the mental images (i.e. the metaphors) which social studies teacher candidates have on Web 2.0 technology. The study group consisted of 77 social science teacher candidates. The raw data, which were obtained from each of the participants by completing the "Web2.0 technology is like ..., because ..." statement, were analyzed by employing both quantitative and qualitative data analysis techniques. The participants of the study produced 72 valid metaphors for Web 2.0 Technology. These metaphors were then examined in terms of their common features and were collected under 43 metaphors and 10 conceptual categories. According to the results of the present study, the social science teacher candidates explained Web 2.0 technology as a toolbox that contains everything in it, reflective, has the characteristic of changing, entertaining, octopus, interesting, a robot which can perform every task, canvas and informative. As a result of the present study, the metaphors that were produced by the social studies teacher candidates might be used in the process of explaining Web 2.0 concept.
Correspondance level of exams intended for turkish lessons and course books with regard to text types
(T.C. Milli Egitim Bakanligi, 2015) Öztürk, Hüseyin; Taga, Tahir; Ünlü, Süleyman
In this research, it is aimed that the level of similarity among different text genres experienced by the students in the diverse process of Turkish lessons. In this context, in 8th grade, it was examined that taught in schools in three different publishing of textbooks, the five central examination made from 2009 until today and that 108 exam to which belong 18 school in 2012-2013 academic year in Isparta city center. While examining the documents mentioned, it is taken account of text intented for reading comprehension, which is at paragraph level and findings was sorted out acording to text genres. Also, it was asked to interpret from 10 teachers to clarify findings obtained from the exam paper. Their views contributed to explain the table concerning the exam paper. To sum up, informative texts make up most of the texts. Fictional texts and poem follows this respectively. The proportion of text types in the exam paper approximate central examination more than course book. It can be interpreted as mentality in the central examination have strong influnce in the exam paper more than course context.
The impact of critical, creative, metacognitive, and empathic thinking skills on high and low academic achievements of pre-service teachers
(Multidisciplinary Digital Publishing Institute (MDPI), 2025) Kumandaş Öztürk, Hatice; Ulu Kalın, Özlem
This study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case sampling method, a purposive sampling method, was used in the study. The study participants included 196 volunteer pre-service teachers attending Artvin Coruh University, Faculty of Education. The study data were analyzed using binomial logistic regression analysis. The analysis revealed that the academic achievement of the pre-service teachers varied significantly based on other higher-order thinking skills, except for empathy. Furthermore, the contributions of these variables to academic achievement were ranked based on Exp(β) (odds/likelihood). The findings demonstrated that all variables affected academic achievement, while creative thinking skills contributed most significantly, followed by critical thinking and metacognitive thinking skills. It was also determined that the contribution of empathy skills was not statistically significant (p > 0.05). It was observed that the increase in higher-order thinking skills led to greater academic achievement. Similarly, low higher-order thinking skills significantly led to a decrease in achievement. Thus, it could be recommended that learning activities be revised, and the number of activities aimed at improving thinking skills should be increased for the active acquisition of higher-order thinking skills in higher teacher training institutions.
Earthquake Preparedness in schools in seismic hazard regions in the South-East of Turkey
(Emerald Group Publishing Ltd., 2011) Öcal, Adem; Topkaya, Yavuz
Purpose: The aim of this study is to determine the preparedness status of 181 elementary and high schools in four cities located on the East Anatolia Fault Zone of Turkey. Design/methodology/approach: To determine the status of preparedness, a School Disaster Preparedness Questionnaire with 27 items was administered to the school director or deputy director. The data obtained were analyzed with SPSS Software. Findings: The results show that there are meaningful differences between the status of school preparedness and school type and allocation units surveyed. Research limitations/implications: This study was conducted from April to May 2009, in schools located on the East Anatolia Fault Zone of Turkey. The study was limited to school directors/deputy directors' responses to the School Earthquake Preparedness Form. Practical implications: Turkey is located in one of the most significant active seismic regions in the world; therefore the probability of a serious earthquake is high. Turkey has a large population of over 60 million, with a large number of children under 16; therefore, it is vital that schools are prepared for disasters. It is possible to reduce the destructive effects of these hazards if people are well prepared. Originality/value: The research highlights the actual conditions, especially the physical conditions of selected schools in a seismically risky region of Turkey. The results of this study can contribute to the development of disaster plans and preparedness in schools in developing countries. This study aims to raise awareness of school directors to reduce the impact of an earthquake on school buildings and the people inside them.
Is socio-economic status a priviledge anymore? A new explanation of this question
(Springer Nature, 2024) Coşkun, Kerem; Kara, Cihan; Coşkun, Meral
The purpose of the present research is to explore the association between socioeconomic status (SES), daily internet use (DIU), birth order (BO), family size (FS), maternal working hours (MWH), and paternal working hours (PWH) with theory of mind (ToM) skills among pre-schoolers and primary schoolers. A total of 177 pre-school children and primary school children were included in the research sample. The research was designed as correlational research. The data were analysed with multiple linear regression analysis. Results of the research showed that DIU and SES are most negatively associated with ToM of the participant children. Moreover, it was observed that BO and FS are negatively related to ToM and PWH has higher correlation than MWH in the context of ToM. It was concluded that higher SES seems to offer more availability of internet and digital technologies in home settings and this availability causes negative associations between SES and ToM. Findings were discussed along the relevant literature.
An examination of characters with special needs in juvenile books
(Ankara Üniversitesi, 2024) Öztürk, Hüseyin; Afacan, Kemal; Ceylan, Mustafa; Kırcı, Ali
Introduction: Juvenile books are useful tools to increase young people's knowledge and sensitivity about individuals with special needs. In particular, the books that are structured in a qualified way and that appeal to the world of young people will be useful in establishing healthy communication bridges between individuals with typical development and individuals with special needs. For this reason, it is important to identify qualified books on individuals with special needs. In this research, we examined the books that include individuals with special needs as characters in terms of their structure, depiction, and developmental characteristics. Method: The study utilized document analysis model, one of the qualitative research methods, in which we examined the characters with special needs according to various criteria. We evaluated thirty-eight books in the study. While identifying the books, we sought that they appealed to juvenile and included at least one character with special needs. We analyzed the books with the content analysis technique. Results: Results showed eleven different disability types in the 38 books. Of these, 10 were visual impairment, 11 were physical disabilities, six were hearing impairment, six were intellectual disability, six were autism spectrum disorder (ASD), five were cerebral palsy, three were speech and language disorders, three were gifted, one was specific learning disability, one was attention deficiency and hyperactivity disorder, one was a physical disorder. In 33 books, characters had positive depictions; 33 characters had dynamic characteristics, and all of the books had realistic fiction except two. Discussion: The results of the study differ from the studies in the literature in terms of the variety of special needs of the characters. In terms of the reality of the fictions, the results overlap with the studies in the literature. The rate of dynamic characters in the books that are the subject of this research is higher than past studies. The results regarding the relationship between the characters with special needs and their peers are also consistent with the results of the studies on the topic.
A review of research on social studies instruction for students with intellectual disabilities
(SAGE Publications Ltd, 2024) Afacan, Kemal; Kılıç Afacan, Esra
The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.
Classification of higher-order thinking skills of the teachers based on institution, seniority, and branch with discriminant analysis
(Multidisciplinary Digital Publishing Institute (MDPI), 2024) Ulu Kalın, Özlem; Kumandaş Öztürk, Hatice
The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher.

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