İnvestigation of Social Studies Teachers’ Attitude Toward Student Centered Teaching Methods and Techniques

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Significant developments in the social, cultural, economic and political fields lately have made some innovations in the field of education as well as in every area. It will be through renewed education programs that people can keep up with these developments that are taking place in the world. In this context, as in all areas of the Ministry of Education, Social Studies Curricula have been renewed and new social studies curriculum has been put into effect since 2005-2006 academic year in line with the constructivist approach. After 2005, parallel to the developments happening all around the world, the studies on renewal in education continued and since 2017-2018 education and training, the new Social Studies Curriculum has been renewed and entered into force. Both the 2005 and 2017 curricula have been prepared taking into account constructivist learning theory. This theory is based on the fact that the student must actively participate in the education and training process. The effective process of this theory is dependent on the active use of teacher-centered teaching methods and techniques. The aim of this work in this context is to determine the attitudes of the teachers of Social Studies to use student-centered teaching methods and techniques. In the study, a screening model was used from quantitative research methods. The universe of the study, working in Ağrı and Van Province’s Social Studies teachers, and the sample of 107 Social Studies teachers selected by appropriate sampling method. The Attitude Scale for Using Student Centered Teaching Methods and Techniques developed by Koç (2014) was used as a data collection tool in the study. In the results of working; It has been determined that the attitudes of Social Studies teachers towards using student centered methods and techniques do not differ according to their gender and educational status variables. Social Studies teachers attitudes toward using student-centered teaching methods and techniques differed significantly in favor of those in the low-age group in terms of the seniority variable and the cost of faith in lower dimension; According to the age variable, it was found that the cost of faith in lower dimension was different in favor of the teachers in the low age group.

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Social Studies , teachers , method and technique , attitude , student centered teaching

eastern geographical review

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eastern geographical review