Pala, Şenol Mail

Perception of change and continuity and perception of time and chronology are among the skills expected to beacquired by students through the Social Studies course curriculum (SSCEC). These skills are included in the SSCEC,which was updated in both 2005 and 2018. It is aimed to attainment, develop and transfer these skills to students bymaking associations with many learning areas in SSCEC and with the achievements included in these learning areas. Itis important to what degree these skills, which are among the basic skills of the social studies course, are included inthe curriculum. For this reason, the aim of the study was to determine how much and at what level the ability to perceivechange and continuity and to perceive time and chronology were given in SSCEC. The qualitative research model anddocument review method were used in the study. Due to the study of the relationship between change and continuityperception and time and chronology perception skills with SSCEC, SSCEC has been identified as the data source of thestudy. The data is analyzed by descriptive analysis technique. According to the results of the study, it was achieved thatthe ability to perceive change and continuity and to perceive time and chronology are included in SSCEC at all classlevels and in all learning areas. In addition, it was determined that the ability to detect change and continuity in SSCECincludes the ability to detect continuity and change that occurs with the most time, and the ability to detect time andchronology includes indicators for interpreting data in the most time lane.

Pala, Şenol Mail; Başıbüyük, Adem

Map skills are included in the curriculum of different courses in basic education and secondaryeducation, although they are more involved in the Social Sciences Curriculum (SSC) and GeographyCurriculum (GC). Based on this situation, the research aimed at a comparative examination of themapping skills included in the SSC and GC, which were updated in 2018. In the research, qualitativeresearch model and document review method were preferred. The data source of the study wasdesignated as 2018 SSC and GC. The analysis of the data was done with descriptive analysistechnique. As a result of the research, it was observed that the map skills included in 2018 SSCcontinued in 2018 GC. However, different mapping skills were also included in the 2018 GC. In 2018SSC ‘people, places and environments’ (PPE) learning area attainments in grades 4, 5 and 6 areobserved to include map skills. However, other areas of learning of these grades and 7. It wasdetermined that none of the attainments in classroom learning areas included map skills. In the 2018GC, mapping skills were included in the attainment of almost all grades and units. In the 2018 GC, itwas reached that the numbers of attainments involving mapping skill are similar in their distribution togrades, while there are differences in their distribution to units. However, the 2018 GC has beenobserved to include more extensive mapping skills than the 2018 SSC.

Inec, Zekeriya Fatih; Akpinar, Erdal

In this study, a world map featured in Divan-i Lugati't-Turk and drawn by Kashgarli Mahmud was made interactive through the use of Seyyah, a geographic information system (GIS) application developed in response to ADDIE, an instructional design teaching model. The geographical symbols and notes on the world map drawn by Kashgarli Mahmud were transferred to Seyyah's database so evidence-based learning could occur. The aim of the research is to evaluate the process of transforming the information obtained by the Social Studies teacher candidates with evidence into a jointly structured knowledge with the political literacy skill. The study is a qualitative action research project using a technical, scientific and collaborative approach. In this context, descriptive analysis was used to interpret the political literacy information which was interpreted and organized by Social Science teacher candidates into Seyyah's database. A standardized open-ended interview was conducted with the teacher candidates to detect the relationship between the use of Seyyah with evidence-based learning, political literacy and culture, the common structuring process and general status of information. Data from ten Social Science teacher candidates was analyzed by content analysis. The Social Science teacher candidates in the study were determined by the maximum diversity method which is a purposeful sampling method. According to the findings from Seyyah's database, Social Studies teacher candidates organized the political literacy information from the world map under four elements: cities; countries; regions and physical geography elements. There were three different categories of political knowledge in other geographical signs and nations themes. Findings obtained from the opinions of candidates show that Seyyah requires the use of high-level thinking skills in evidence-based learning to jointly structure political literacy information in a database, and present and evaluate Turkish culture in a different form.

İneç, Zekeriya Fatih; Akpinar, Erdal

The aim of this research is to produce a teaching material (Bilge Seyyah), which can be used in socialstudies course, and determine its effect on learning. Bilge Seyyah is a geo-media application, which iscreated with ADDIE instructional design model. The Bilge Seyyah was developed with newtechnologies such as the latest software languages and web 3.0. The Bilge Seyyah presented thecontents of the social studies course to students with authentic learning approach. It decided theauthentic - dynamic contents, tasks and maps itself that will be shown to the students. In order toprovide this, the geo-media was semantified. Afterwards, the effect of the Bilge Seyyah on learningwas tested. For this, quantitative data were obtained with quasi-experimental model. In this context, thecontrol (n=43) and experiment (n=41) groups were randomly determined among the sixth gradestudents in the fall term of 2015-2016 educational year. To determine the academic achievements andthe permanence in learnings of the students in the groups, the “Turks on the Silk Road Unit AcademicAchievement Test”, developed by the researchers, was applied as pre-and post-test on students in thegroups. The attitudes of the students towards social studies course were determined with “AttitudeScale towards Social Studies Lesson” scale. The data gathered from the scales were analysed via theindependent groups’t-test. The findings indicate that the academic achievements, permanence inlearning and attitudes towards social studies course of the students in experimental group were higherthan those in control group were. Considering the results of the study, recommendations were given toeducators.