Okul Öncesi ve Temel Eğitim Dergisi
Kısa Adı: JPEE | ISSN (Online): 2757-7570 | DOI: 10.29329/jpee

Araştırma Makalesi    |    Açık Erişim
Okul Öncesi ve Temel Eğitim Dergisi 2024, Clt. 5(2) 59-95

How to Teach Social Studies? An Interdisciplinary Model for Pre-Service Primary School Teachers: SSSM (Social Sciences – Science – Mathematics)

Ayça Kartal, Ayşe Nur Gülben

ss. 59 - 95   |  DOI: https://doi.org/10.29329/jpee.2024.1168.1

Yayın Tarihi: Aralık 31, 2024  |   Görüntüleme Sayısı: 14/4   |   İndirilme Sayısı: 21/6


Özet

This study tried to determine how the theory and practice of the social studies teaching course taken by pre-service primary school teachers were shaped. The research was conducted using a case study, one of the qualitative research designs. The study group consisted of 11 pre-service teachers studying in the third grade of the Department of Primary Teaching at a state university in the 2019-2020 academic year and 11 classroom teachers teaching in the schools where these pre-service teachers made observations. Criterion sampling, one of the purposeful sampling methods, was used to determine the study group. Semi-structured interview forms, field observations, lesson plans developed by pre-service teachers, and metaphors created by pre-service teachers were used as data collection tools. According to the study results, the SOFEM lesson plans developed by the pre-service teachers associated the Social Studies course with different disciplines, especially Science, Mathematics, and Health. They created the plans based on real fiction. It was determined that the pre-service teachers needed to be more decisive in making associations in different disciplines in the steps of the invention of the concept and transformational thinking, and they could not benefit from the studies of creating meaning about the concept and combining disciplines related to high-level skills. Nevertheless, they tried to adapt the Social Studies course to real-life applications by using different methods and techniques in the application step. On the other hand, it was observed that the classroom teachers in the field did not make use of interdisciplinary associations or integration of disciplines in their Social Studies course practices and that they used teaching methods and techniques such as question-answer and discussion in which the teacher was active. It was determined that the teachers in the field received theoretical training on Social Studies teaching before their service and had deficiencies in practice, and this situation was reflected in the learning-teaching processes in their classrooms. According to the results of the research, it can be suggested that classroom teachers should cooperate with faculties of education to associate disciplines, and teachers and prospective teachers should focus on practices to combine disciplines in the planning and implementation process in the Teaching Practice courses carried out in the classroom teaching program. It can be suggested that classroom teachers should come together with teachers from their own branch and teachers from different branches (Music, Visual Arts, Mathematics, Science, Turkish, etc.) to plan for the Social Studies course outcomes and develop activity designs for higher order thinking skills in these plans.

Anaktar kelimeler: Interdisciplinary Approach, Preservice Teacher, Primary School, Primary School Teacher, Social Studies Teaching


Bu makaleye nasıl atıf yapılır

APA 7th edition
Kartal, A., & Gulben, A.N. (2024). How to Teach Social Studies? An Interdisciplinary Model for Pre-Service Primary School Teachers: SSSM (Social Sciences – Science – Mathematics). Okul Öncesi ve Temel Eğitim Dergisi, 5(2), 59-95. https://doi.org/10.29329/jpee.2024.1168.1

Harvard
Kartal, A. and Gulben, A. (2024). How to Teach Social Studies? An Interdisciplinary Model for Pre-Service Primary School Teachers: SSSM (Social Sciences – Science – Mathematics). Okul Öncesi ve Temel Eğitim Dergisi, 5(2), pp. 59-95.

Chicago 16th edition
Kartal, Ayca and Ayse Nur Gulben (2024). "How to Teach Social Studies? An Interdisciplinary Model for Pre-Service Primary School Teachers: SSSM (Social Sciences – Science – Mathematics)". Okul Öncesi ve Temel Eğitim Dergisi 5 (2):59-95. https://doi.org/10.29329/jpee.2024.1168.1

Kaynakça
  1. Acar, M. & Anıl, D. (2009). Sınıf öğretmenlerinin performans değerlendirme sürecindeki değerlendirme yöntemlerini kullanabilme yeterlikleri, karşılaştıkları sorunlar ve çözüm önerileri. Türk Bilim Araştırma Vakfı, 2(3), 354-363. [Google Scholar]
  2. Açıkgül-Fırat, E. (2020). Science, technology, engineering, and mathematics integration: science teachers’ perceptions and beliefs. Science Education International, 31(1), 104-116 https://doi.org/10.33828/sei.v31.i1.11 [Google Scholar] [Crossref] 
  3. Akaydın, B. B. & Kaya, S. (2015). Türkiye’de ilkokul hayat bilgisi ve sosyal bilgiler alanında yapılan ve ulusal indeksli dergilerde yayınlanan araştırmalara yönelik bir inceleme. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 251-264. [Google Scholar]
  4. Akça-Berk, N., Gültekin, F., & Çençen, N. (2015). Sosyal bilgiler öğretmen adaylarının sosyal bilgiler dersine ve sosyal bilgiler öğretmenine ilişkin metaforları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(1), 183-199. https://dergipark.org.tr/tr/download/article-file/1489312 [Google Scholar]
  5. Asal Özkan, R., Şahin, A., & Nur Turan, B. (2022). Investigation of scientific studies on the problems faced by primary school teachers. Educational Academic Research, 45, 83-91. 10.54614/AUJKKEF.2022.861151 [Google Scholar]
  6. Aslan, S., Reigeluth, C. M. & Mete, S. E. (2016). Transforming classrooms into learning studios: What does it take to make classrooms a living space?. Educational Technology, 56(5), 35-41.https://www.jstor.org/stable/44430547 [Google Scholar]
  7. Awang, Z., Yakob, N., Hamzah, A., & Talling, M. M. (2020). Exploring STEAM teaching in preschool using fred rogers approach. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1071-1078. DOI:10.11591/ijere.v9i4.20674 [Google Scholar]
  8. Aydın-Günbatar, S. (2020). Making homemade indicator and strips: A STEM+Activity for acid-base chemistry with entrepreneurship applications. Science Activities, 57(3), 132-141. DOI: 10.1080/00368121.2020.1828794 [Google Scholar]
  9. Beane, J. A. (1997). Curriculum integration: Designing the core of democratic education. US: Teacher College Press. ISBN: 97808077368838. [Google Scholar]
  10. Behar, C. (2019). Osmanlı/Türk musıkisinin kısa tarihi. Yapı kredi Yayınları. [Google Scholar]
  11. Bhadra, N. K. (2019). A human is a miniature of universe. DOI:10.13140/RG.2.2.26751.56482 [Google Scholar]
  12. Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2(2), 97-175. [Google Scholar]
  13. Creswell, J. W. (2018). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (4. Baskı, Çev. Ed. M. Bütün & S. B. Demir). Siyasal kitabevi. [Google Scholar]
  14. Çelik, M., & Tekbıyık, A. (2016). The influence of activities based on GEMS with the theme of earth crust on the fourth grade students’ conceptual understanding and scientific process skills. Pegem Journal of Education and Instruction, 6(3), 303–332. https://doi.org/10.14527/pegegog.2016.016 [Google Scholar] [Crossref] 
  15. Çetin, F. (2007). İlköğretim 4. Sınıf sosyal bilgiler öğretim programının öğretmen görüşleri doğrultusunda değerlendirilmesi (meram ilçesi örneği). Yayımlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya. [Google Scholar]
  16. Damar, M. (2021). Metaverse ve eğitim teknolojisi. Eğitimde dijitalleşme ve yeni yaklaşımlar içinde (Ed. T. Talan), ss. 169-192. İstanbul-Efe Akademi Yayınevi. 978-625-8065-94-7 [Google Scholar]
  17. Drake, S., & Burns, R. (2004). Meeting standards through integrated curriculum. Alexandria, Va: Association for Supervision and Curriculum Development. ISBN-0-87120-840-7. [Google Scholar]
  18. Duman, N., Özgürbüz, İ., & Şeyihoğlu, A. (2020). Reflections of the teaching-with-analogies model (twa) on the teaching of geography. OPUS International Journal of Society Researches, 16(29), 1642-1665. DOI: 10.26466/opus.715018 [Google Scholar]
  19. Erdem, A., & Sezginsoy-Şeker, B. (2017). Sınıf öğretmenlerinin öğrenme-öğretme sürecinde karşılaştıkları sorunlar ve çözüm önerileri. USOS - 16. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu, KKTC. [Google Scholar]
  20. Gezer, M. (2020). Sosyal bilgiler eğitimi alanında metafor kullanılan araştırmaların tematik içerik analizi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24 (3), 1513-1528. https://dergipark.org.tr/en/download/article-file/1246205 [Google Scholar]
  21. Gray, C., Wright, P. & Pascoe, R. (2019). “They made me feel like a teacher rather than a praccie”: sinking or swimming in pre-service drama education. Asia-Pacific Journal of Teacher Education, 47(2), 193-207, DOI: 10.1080/1359866X.2018.1504279 [Google Scholar]
  22. Gürgil, F. & Çetin, T. (2019). “Bilim ve teknoloji” temasının öğretiminde bütünleştirilmiş program tasarımı kullanımının etkililiği üzerine bir araştırma. Eğitim ve Bilim, 44(200), 117-151. DOI: 10.15390/EB.2019.8154 [Google Scholar]
  23. İnan, S. (2019). Sosyal bilgiler eğitimine giriş: Kavramlar, yaklaşımlar, etkinlikler (Ed. S. İnan) içinde Sosyal bilgiler eğitimi: nedir, ne zaman ve neden?: tanımlar, tarihi kökleri ve açıklamalar (ss. 1-21). Anı Yayıncılık. [Google Scholar]
  24. Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. USA: ASCD Publications. [Google Scholar]
  25. Jenset, I. S. (2020). The enactment approach to practice-based teacher education coursework: expanding the geographic scope to norway and finland. Scandinavian Journal of Educational Research, 64(1), 98-117, DOI: 10.1080/00313831.2018.1502681 [Google Scholar]
  26. Jovanović, A., & Milosavljević, (2022). A. VoRtex metaverse platform for gamified collaborative learning. Electronics, 11, 317. https://doi.org/10.3390/electronics11030317 [Google Scholar] [Crossref] 
  27. Kalkan, N. (2021). Metaverse evreninde sporun bugünü ve geleceğine yönelik bir derleme. Ulusal Spor Bilimleri Dergisi, 5(2), 163-174. DOI: 10.30769/usbd.1027728 [Google Scholar]
  28. Karakuş, M. & Aslan, S. (2016). İlkokulda disiplinlerarası öğretime yönelik mevcut durumun incelenmesi. Elementary Education Online, 15(4), 1325-1344. doi: http://dx.doi.org/10.17051/io.2016.29013 [Google Scholar] [Crossref] 
  29. Kartal, A., & Çağlayan, K.T. (2018). Disiplinlerden bir buket: SOFEM (Sosyal Bilimler-Fen Bilimleri-Matematik) uygulaması. Eğitim ve Bilim, 43(196), 189-214. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7565 [Google Scholar]
  30. Kavas, A. B. & Bugay, A. (2009). Öğretmen adaylarının hizmet öncesi eğitimlerinde gördükleri eksiklikler ve çözüm önerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25(25), 13-21. https://dergipark.org.tr/en/pub/pauefd/issue/11118/132968 [Google Scholar]
  31. Kılıç, T. (2021). Yeni bilim: Bağlantısallık yeni kültür: Yaşamdaşlık “Beyin Nedir”den, “Yaşam Nedir”e bir bilim serüveni. Ayrıntı Yayınları. [Google Scholar]
  32. Koç, M. H. (2019). Sınıf öğretmenlerinin etkinlik hazırlama ve uygulama süreçlerinin değerlendirilmesi. Yaşadıkça Eğitim, 33(1), 69-84. https://doi.org/10.33308/26674874.201933193 [Google Scholar] [Crossref] 
  33. Lancor, R. (2014). Using metaphor theory to examine conceptions of energy in biology, chemistry, and physics. Science & Education, 23, 1245–1267. https://doi.org/10.1007/s11191-012-9535-8 [Google Scholar] [Crossref] 
  34. Mohammed, S. H. & Kinyo, L. (2020). The role of constructıvısm ın the enhancement of socıal studıes educatıon. Journal of Critical Reviews, 7(7), 249-256. http://dx.doi.org/10.31838/jcr.07.07.41 [Google Scholar]
  35. Monte-Sano, C. & Quince, C. (2021). Reflections on designing curriculum to interrogate social studies. Journal of Adolescent & Adult Literacy 64(5), 575–580. doi: 10.1002/jaal.1137 [Google Scholar] [Crossref] 
  36. Muhammad, A. E. (2020). The 21st century learning as a knowledge age: The effects on teacher’s transformıng teacher’s knowledge in technology-rich environment in social studies education. Journal of Critical Reviews, 7(7), 286-294. http://dx.doi.org/10.31838/jcr.07.07.46 [Google Scholar]
  37. Munkebye, E., Scheie, E., Gabrielsen, A., Jordet, A., Misund, S., Nergård, T., & Øyehaug, A. B. (2020). Interdisciplinary primary school curriculum units for sustainable development. Environmental Education Research, 26(6), 795-811. DOI: 10.1080/13504622.2020.1750568 [Google Scholar]
  38. Nortvedt, G. A., Santos, L., & Pinto, J. (2016). Assessment for learning in Norway and Portugal: The case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice, 23(3), 377-395. DOI: 10.1080/0969594X.2015.1108900 [Google Scholar]
  39. Nalçacı, A., & Sökmen, Y. (2016). Öğretmen adaylarının mesleği tercih nedenleri ve öğretmenlik mesleğine yönelik tutumları arasındaki ilişki. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 717-727. https://dergipark.org.tr/en/pub/kefad/issue/59425/853526 [Google Scholar]
  40. National Council for the Social Studies (NCSS) (2010). National curriculum standards for social studies: A framework for teaching, learning and assessment. Author: Silver Spring, MD. [Google Scholar]
  41. Ollila, J., & Macy, M. (2019). Social studies curriculum integration in elementary classrooms: A case study on a pennsylvania rural school. The Journal of Social Studies Research, 43(1), 33-45. ISSN 0885-985X, [Google Scholar]
  42. Osman, R., & Booth, S. (2014). A research base for teaching in primary school: a coherent scholarly focus on the object of learning. South African Journal of Childhood Education, 4(3), 159-173. https://files.eric.ed.gov/fulltext/EJ1187288.pdf [Google Scholar]
  43. Özaydınlı-Tanrıverdi, B., & Kılıç, C. (2019). Disiplinlerarası yaklaşıma ilişkin ortaöğretim öğretmenlerinin görüşleri ve ders uygulamaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(2), 301-330. DOI: 10.30964/auebfd.446969 [Google Scholar]
  44. Özenç, M., Doğan, C., & Çakır, M. (2017). Sınıf öğretmenlerinin alternatif ölçme ve değerlendirme hakkındaki görüşlerinin belirlenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 30, 588-607. https://dergipark.org.tr/tr/download/article-file/786636 [Google Scholar]
  45. Parker, W. C. (2018). İlkokul ve ortaokullarda sosyal bilgiler eğitimi (Çev. Ed. F. Zayimoğlu Öztürk ve S. B. Demir). Pegem Akademi. [Google Scholar]
  46. Park, Y. J., & Mills, K. A. (2014). Enhancing interdisciplinary learning with a learning management system. Merlot Journal of Online Learning and Teaching, 10(2), 299-313. https://jolt.merlot.org/vol10no2/park_0614.pdf [Google Scholar]
  47. Petrie, H. G. (1976). Do you see what i see? the epistemology of interdisciplinary inquiry. Journal of Aesthetic Education, 10(1), 29–43. doi:10.2307/3332007 [Google Scholar] [Crossref] 
  48. Pluck, G., & Johnson, H. (2011). Stimulating curiosity to enhance learning. Education Science and Psychology, 2(19), 24-31. [Google Scholar]
  49. Pompea, S. M., & Gek, T. K. (2002). Optics in the great exploration in math and science (gems) program: a summary of effective pedagogical approaches. Proc. SPIE 4588, Seventh International Conference on Education and Training in Optics and Photonics, https://doi.org/10.1117/12.468687 [Google Scholar] [Crossref] 
  50. Powell, R. L. (2018). “We’re not going to talk about that:” a qualitative case study of three elementary teachers’ experiences ıntegrating literacy and social studies. Unpublished PhD thesis, University of South Florida, ProQuest Number:10787836 [Google Scholar]
  51. Retnaningsih, D. U. O. (2019). Pre-service teachers’ approaches to planning and ıntegrating global education and social studies knowledge into social studies curriculum. Unpublished PhD thesis, The Ohio State University, ProQuest Number: 27525257 [Google Scholar]
  52. Rycroft-Smith, L. (2022). Knowledge brokering to bridge the research- practice gap in education: Where are we now?. Review of Education, 10(334), 1-46https://doi.org/10.1002/rev3.3341 [Google Scholar] [Crossref] 
  53. Sağ, Ç., & Ünal, F. (2019). İlkokul sosyal bilgiler dersinde somut olmayan kültürel miras eğitimine yönelik etkinlik temelli bir eylem araştırması. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 19, 425-268. [Google Scholar]
  54. Seefeldt, C., Castle, S., & Falconer, R. C. (2015). Okul öncesi/ilkokul çocukları için sosyal bilgiler öğretimi (Çev. Ed. S. Coşkun Keskin). Nobel Akademi Yayıncılık. [Google Scholar]
  55. Seitz, R. Z., & Krutka, D. G. (2020) Can the green new deal save us? An interdisciplinary inquiry. The Social Studies, 111(2), 74-85, DOI:10.1080/00377996.2019.1677547 [Google Scholar]
  56. Siddik, M. A. B., & Kawai, N. (2020). Government primary school teacher training needs for inclusive education in Bangladesh. International Journal of Whole Schooling, 16(2), 35-69. [Google Scholar]
  57. Singh, A., & Manjaly, J. A. (2022). Using curiosity to improve learning outcomes in schools. SAGE Open. https://doi.org/10.1177/21582440211069392 [Google Scholar] [Crossref] 
  58. Snell-Rood, E. C., Smirnoff, D., Cantrell, H., Chapman, K., Kirscht, E., & Stretch, E. (2021). Bioinspiration as a method of problem-based STEM education: A case study with a class structured around the COVID-19 crisis. Ecology and Evolution, 11, 16374–16386. https://doi.org/10.1002/ece3.8044 [Google Scholar] [Crossref] 
  59. Stohlmann, M., Moore, T. J. & Roehrig, G. H. (2012). Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1). https://doi.org/10.5703/1288284314653 [Google Scholar] [Crossref] 
  60. Stanley, T. L. (2018). Increasing students’ critical thinking and improving performance in elementary social studies classroom. Unpublished PhD Thesis, Capella University, ProQuest Number:10257162 [Google Scholar]
  61. Stanley-Yolgeçen, A. J. (2018). Effect of digital gamification on primary school student engagement and achievement in social studies in an ınternational school in china. Unpublished PhD Thesis, State University of New York, ProQuest Number: 10930448 [Google Scholar]
  62. Sungurtekin, S., & Bilhan, D. (2020). Prospective social studies teachers’ views on a creative drama and painting activity with Turkish coffee. European Journal of Educational Research, 9(1), 187-202. https://doi.org/10.12973/eu-jer.9.1.187 [Google Scholar] [Crossref] 
  63. Şeyihoğlu, A., & Özgürbüz, İ. E. (2015). Coğrafya ders kitaplarındaki analojilerin incelenmesi. Eğitim ve Bilim, 40(179), 163-179. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2609/1043 [Google Scholar]
  64. Şeyihoğlu, A. & Şahin, Y. (2019). Coğrafya eğitiminde kavram karikatürlerinin başarı ve eleştirel düşünme becerisine etkisi. OPUS International Journal of Society Researches, 13(19), 146-173. DOI: 10.26466/opus.541308 [Google Scholar]
  65. Şeyihoğlu, A. & Yarar-Kaptan, S. (2009). Ölçme-değerlendirme sürecinde sınıf öğretmenlerinin tercihleri ve sebepleri. I. Uluslararası Eğitim Araştırmaları Kongresi, Çanakkale, Türkiye, 1 - 03 Mayıs 2009. [Google Scholar]
  66. The Ministry of National Education (2018). http://mufredat.meb.gov.tr/ [Google Scholar]
  67. Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153–160. https://doi.org/10.1016/j.tsc.2018.07.003 [Google Scholar] [Crossref] 
  68. Tekbıyık, A., & Yalçın, F. (2013). Gems tabanlı etkinliklerle desteklenen proje yaklaşımının okul öncesi eğitimde kavramsal gelişime etkisi. Journal of Turkish Studies, 8(9), 2375-2399. https://app.trdizin.gov.tr/publication/paper/detail/TWpjNE9EZzFOUT09 [Google Scholar]
  69. Tünkler, V. (2021). Sosyal bilgiler öğretmenlerinin motivasyon durumları. Eğitim ve Bilim, 46(207), 339-354. 10.15390/EB.2021.9272 [Google Scholar]
  70. Zarillo, J. J. (2016). Sosyal bilgiler öğretimi: İlkeler ve uygulamalar (Çev. Ed. B. Tay ve S. B. Demir). Anı Yayıncılık. [Google Scholar]
  71. Wen, J., Wang, W., Kozak, M., Liu, X., & Hou, H. (2021). Many brains are better than one: the importance of interdisciplinary studies on COVID-19 in and beyond tourism. Tourism Recreation Research, 46(2), 310-313. DOI: 10.1080/02508281.2020.1761120 [Google Scholar]
  72. Worster, A. M. & Rohde, L. (2020). A transdisciplinary approach to teacher preparation: providing equitable access for all students to learn social studies content, skills, and processes. The Social Studies, 111(4), 205-218, DOI:10.1080/00377996.2020.1736489 [Google Scholar]
  73. Van Fossen, P. J. (2018). Fake news, the scientific method, and the social studies: The role of STEM in citizenship education. https://onlinelibrary.wiley.com/doi/10.1111/ssm.12295 [Google Scholar]
  74. Vazza, F., & Feletti, A. (2020). The quantitative comparison between the neuronal network and the cosmic web. Frontiers in Physics, 8(525731). doi: 10.3389/fphy.2020.525731 [Google Scholar] [Crossref] 
  75. Yaki, A. A., Saat, R. M., Sathasivam, R. V., & Zulnaidi, H. (2019). Enhancing science achievement utilising an integrated stem approach. Malaysian Journal of Learning and Instruction, 16(1), 181-205. https://files.eric.ed.gov/fulltext/EJ1219799.pdf [Google Scholar]
  76. Yearta, L. (2019). Integrating social studies and english language arts: digital stories and the revolutionary war. The Reading Teacher, 73(2), 215–218. doi:10.1002/trtr.1806 [Google Scholar] [Crossref] 
  77. Yıldırım, B. (2021). Preschool STEM activities: preschool teachers’ preparation and views. Early Childhood Education Journal, 49, 149–162. https://doi.org/10.1007/s10643-020-01056-2 [Google Scholar] [Crossref] 
  78. Yıldız, V. A. & Kılıç, D. (2018). Sosyal bilgiler dersi öğretim programlarına ilişkin öğretmen görüşleri: bir meta-sentez çalışması. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22, 2115-2127. https://dergipark.org.tr/tr/download/article-file/558088 [Google Scholar]
  79. Yılmaz-Özcan, N. & Tabak, S. (2019). The effect of argumentation-based social studies teaching on academic achievement, attitude and critical thinking tendencies of students. International Electronic Journal of Elementary Education, 12(2), 213-222. 10.26822/iejee.2019257669 [Google Scholar]
  80. Yildiz-Durak, H. (2021). Preparing preservice teachers to integrate teaching technologies into their classrooms: Examining the efects of teaching environments based on open-ended, hands-on and authentic tasks. Education and Information Technologies, 1-23. https://doi.org/10.1007/s10639-021-10511-5 [Google Scholar] [Crossref] 
  81. Yin, R. K. (2017). Durum çalışması araştırması uygulamaları (3. Baskı, Çev. İ. Günbayı). Nobel Akademi Yayıncılık. [Google Scholar]