Yavuz, Erdem; Yüksel, Murat

The purpose of this study is to analyze the 2018 social studies curriculum in Türkiye and the 2022 social sciences* curriculum in Spain in terms of objectives, contents, learning-teaching situations and assessment processes. The study was conducted using the document analysis approach within qualitative research. The analytical framework is based on Bereday’s Model, which is commonly used in comparative research. The data were obtained from official sources and analyzed through content analysis. The results revealed that a social studies curriculum in Türkiye centers on national-spiritual values and Atatürk's reforms under a centralized administration, while Spain, with its more flexible curriculum that aims to adapt to regional diversity and universal principles, strives to equip students with the necessary competencies to meet the challenges of the 21st century.

Pala, Şenol Mail

The social studies course, which is a very effective course in raising citizens, is expected to become effective in raising digital citizens. In this direction, the views of teachers, who are the practitioners of the social studies course, on the relationship between digital citizenship and social studies course are very important. For this reason, this study aims to determine the views of social studies teachers on the relationship between digital citizenship and social studies course. The study group of the research, which was conducted using a phenomenological design, consisted of 25 social studies teachers working under the Ministry of National Education in the 2022-2023 academic year in Erzincan, Turkey. The data obtained were analyzed using both content analysis and descriptive analysis. As a result of the study, it was found that teachers established a relationship between digital citizenship and social studies course in general philosophy, content, measurement and evaluation, awareness and daily life. Teachers stated that all sub-dimensions of digital citizenship should be included in the social studies course. However, teachers stated that digital rights and responsibilities and digital literacy should be included in the social studies course the most, while digital health and digital commerce should be included the least. In addition, teachers stated that studies should be carried out on curriculum, learning-teaching process, tools and materials, awareness, technological infrastructure, teacher training and cooperation in order to make students acquire digital citizenship more effectively in the social studies course.

Koç, Ayhan; Gürbüztürk, Oguz

The main purpose of this study is to determine the views of the instructors and prospective teachers on the implementation of “Subject-Specific Teaching Methods” course in Faculties of Education. The research design involved the use of case study which is one of the qualitative research methods. Participants of the study included 11 instructors teaching “Subject-Specific Teaching Methods” courses and 16 prospective teachers who were enrolled in these courses at the Faculty of Education at Erzincan University. To collect data, a semistructured interview form was used. Descriptive and content analyses were used in the analysis of data. The findings showed that general and subject-specific methods and techniques and curricula formed the content of the courses. The courses were student-centered and primarily relied on hands-on-practices. In the courses, the prospective teachers gained more experience related to teaching methods and techniques and classroom management. Inadequate resources, low motivation levels, and large class sizes were reported among the shortcomings affecting the instruction of these courses. The suggestions to make these courses more effective included carrying out teaching practices in real classroom settings with primary school students, addressing practices of Ministry of Education Schools, and increasing the duration of these courses