Pre-service social studies teachers’ understandings about the nature of the social studies
Keywords:
Social Studies Traditions, Nature of the Social StudiesAbstract
Social studies is one of the main courses of the elementary and middle school curriculum in Turkey.
Social studies took educators attention because it prepares students as exemplary citizens. The term
of social studies has been started to use at the end of 1960’s in Turkey. Thus, there have been several
definitions and classification of the social studies. Understanding the nature of the social studies is
crucial for pre-service social teacher because they will teach this course two-three years later. The
purpose of this study is to investigate pre-service social studies teachers’ understandings about the
nature of the social studies. The author used descriptive survey model in this study. The sample
consisted of 309 pre-service social studies teachers from a public university in the middle west of
Turkey. The data were collected through Social Studies Preference Scale. The results indicated that
Turkish pre-service social studies teachers have positive attitudes toward all of the three traditions of
the social studies (Social Studies as Citizenship Transmission, Social Studies as Social Science, and
Social Studies as Reflective Inquiry). Also, according to the results, male pre-service social studies had
more positive attitudes than female pre-service social studies to the social studies as citizenship
transmission tradition. In addition, participants in the lower grade level produced more superior
acceptance on Reflective Inquiry traditions in comparison with students in the higher grades.
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References
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Studies Research and Practice, 6(3), 18-35.
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Barth, J. L., & Shermis, S. S. (1970). Defining the social studies: An exploration of three traditions. Social
Education, 34(8), 743-751.
Çayır, K., & Gürkaynak, İ. (2007). The state of citizenship education in Turkey: Past and present. Journal
of Social Science Education, 6(2), 50-58.
Clements, H. M., Fielder, W. R., & Tabachnick, B. R. (1966). Social study: Inquiry in elementary classrooms.
New York, NY: The Bobbs-Merrill Company, Inc.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
Crocco, M. S. (2004). Dealing with the difference in the social studies: A historical perspective.
International Journal of Social Education, 18(2), 106-120.
Doğanay, A. (2005). Sosyal bilgiler öğretimi. In C. Öztürk and D. Dilek (Eds.) Hayat bilgisi ve sosyal bilgiler
öğretimi. Ankara: Pegem.
Doğanay, A., & Sarı, M. (2004). Sosyal bilgiler ve sınıf öğretmenleriyle sosyal bilgiler öğretmen
adaylarının sosyal bilgilerin doğasına iliskin yaklasımlarının değerlendirilmesi. I. Sosyal Bilimler
Eğitimi Kongresi Tebliğler Kitabı (s. 153-165). Ankara: MEB. Yay.
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meeting of National council for the Social Studies. New Orleans; LA.
Evans, R. W. (1988). Lessons from history: Teacher and student conceptions of meaning of history.
Theory and Research in Social Education, 16(3), 203-225.
Evans, R. W. (2004). The social studies wars: What should we teach the children? New York, NY: Teacher
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Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York:
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Hanna, P. R. (1957). Generalizations and Universal Values: The implication for the Social studies
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National Society for the Study of Education, Part II.
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görüsleri. Sosyal Bilgiler Eğitimi Arastırmaları Dergisi, 3(1), 35-64.
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Journal, 10(2), 9-12.
Kilinc, E. (2012). Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of
Knowledge and Skills (TAKS) Social Studies Questions with and without Concept (Unpublished
doctoral dissertation, Texas A&M University).
Kozan, E. (2002). Sosyal Bilgiler Öğretmenlerinin Sosyal Bilgiler Eğitimi Geleneklerine Yaklasımları ve Bu
Yaklasımların Tarih Öğretimiyle İliskisi: Ankara-Aksaray Örnekleri. (Unpublished master dissertation,
Gazi Üniversitesi).
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excellence. Washington, DC: National Council for the Social Studies.
Nelson, M. (1994). The social studies in secondary education: A reprint of the seminal 1916 report with
annotations and commentaries. Bloomington, IN: ERIC-CRESS.
Newmann, F. M. (1975). Education for citizen action: Challenge for secondary curriculum. Berkeley:
McCutchan.
Özmen, C. (2010). Sosyal Bilgiler ve Sınıf Öğretmenlerinin Sosyal Bilgiler Dersine İliskin Görüslerinin Çesitli
Değiskenler Açısından Değerlendirilmesi. (Unpublished doctoral dissertation, Gazi Üniversitesi).
Özmen, C. (2011). Sosyal Bilgiler Eğitiminde Vatandaslık Aktarımı Yaklasımına İliskin Öğretmen
Görüsleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 435-455.
Öztürk, C. (2012). Sosyal bilgiler: Toplumsal yasama disiplinlerarası bir bakıs. In C. Öztürk (Ed.) Sosyal
bilgiler öğretimi: Demokratik vatandaslık eğitimi (pp. 1-31). Ankara: Pegem.
Parker, W. C. (2012). Social studies in elementary education. Boston: Pearson.
Ross, E. W. (2006a). Introduction. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and
possibilities (pp. 1-17), New York: State University of New York Press.
Ross, E. W. (2006b). The struggle for the social studies curriculum. In E. Wayne Ross (Ed.), The social
studies curriculum: Purposes, problems, and possibilities (pp. 17-36), New York, NY: State University of
New York Press.
Safran, M. (2005). İlköğretim Programlarında Yeni Yaklasımlar, Sosyal Bilgiler (4-5. sınıf). Bilim ve Aklın
Aydınlığında Eğitim, 32, 54-55.
Singer, A. (2005). Strange bedfellows: The contradictory goals of the coalition making war on social
studies. Social Studies, 96(5), 199-205.
Sönmez, V. (1997). Sosyal bilgiler öğretimi. Ankara: Anı yayıncılık.
Stanley, W. B. (1985). Recent research in the foundations of social education: 1976-1983. In W. B.
Stanley (Ed.). Review of research in social studies education: 1976-1983 (Bulletin 75) (pp. 309-385).
Washington; DC: ERIC.
Wesley, E. B. (1937). Teaching the social studies. Boston, MA: D. C. Health.
White, C. S. (1982). A validation study of the Barth-Shermis social studies preference scale. Theory and
Research in Social Education, 10(2), 1-20.
Studies Research and Practice, 6(3), 18-35.
Ata, B. (2006). Sosyal bilgiler öğretim programı. İçinde C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler
öğretimi: Yapılandırmacı bir yaklasım (s. 71-83). Ankara: Pegem A Yayıncılık.
Barr, R. D., Barth, J. L. & Shermis, S. S. (1977). Defining the social studies. Arlington, VA: National Council
for the Social Studies.
Barr, R. D., Barth, J. L. & Shermis, S. S. (1978). The nature of social studies. California: ECT Publications.
Barth, J. L., & Shermis, S. S. (1970). Defining the social studies: An exploration of three traditions. Social
Education, 34(8), 743-751.
Çayır, K., & Gürkaynak, İ. (2007). The state of citizenship education in Turkey: Past and present. Journal
of Social Science Education, 6(2), 50-58.
Clements, H. M., Fielder, W. R., & Tabachnick, B. R. (1966). Social study: Inquiry in elementary classrooms.
New York, NY: The Bobbs-Merrill Company, Inc.
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
Crocco, M. S. (2004). Dealing with the difference in the social studies: A historical perspective.
International Journal of Social Education, 18(2), 106-120.
Doğanay, A. (2005). Sosyal bilgiler öğretimi. In C. Öztürk and D. Dilek (Eds.) Hayat bilgisi ve sosyal bilgiler
öğretimi. Ankara: Pegem.
Doğanay, A., & Sarı, M. (2004). Sosyal bilgiler ve sınıf öğretmenleriyle sosyal bilgiler öğretmen
adaylarının sosyal bilgilerin doğasına iliskin yaklasımlarının değerlendirilmesi. I. Sosyal Bilimler
Eğitimi Kongresi Tebliğler Kitabı (s. 153-165). Ankara: MEB. Yay.
Engle, S. H. (1960). Decision making: The heart of social studies instruction. Social Education, 24, 301-
304, 306.
Engle, S. H. (1960). Decision making: The heart of the social studies instruction. Social Education, 24,
301-304.
Engle, S. H. (1980). Defining the social studies: What is the problem? Paper presented at the annual
meeting of National council for the Social Studies. New Orleans; LA.
Evans, R. W. (1988). Lessons from history: Teacher and student conceptions of meaning of history.
Theory and Research in Social Education, 16(3), 203-225.
Evans, R. W. (2004). The social studies wars: What should we teach the children? New York, NY: Teacher
College Press.
Fenton, E. (1966). Teaching the new social studies in secondary schools: An inductive approach. New York:
Holt, Rinehart and Winston Inc.
Frankel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. Boston: McGraw-
Hill.
Gay, L. R., Mills, G. E. and Airasian, P. (2006). Educational research: Competencies for analysis and
application (8th. ed.). Upper Saddle River, NJ: Prentice Hall.
Guyette, S. (1983). Community-based research: A handbook for Native Americans. American Indian
Studies Center, University of California.
Hanna, P. R. (1957). Generalizations and Universal Values: The implication for the Social studies
program. In N. B. Henry (Ed.). Social Studies in the Elementary school: The 56th yearbook of the
National Society for the Study of Education, Part II.
Kaymakçı, S., & Ata, B. (2012). Sosyal bilgiler öğretmen adaylarının sosyal bilgilerin doğasıyla ilgili
görüsleri. Sosyal Bilgiler Eğitimi Arastırmaları Dergisi, 3(1), 35-64.
Kennedy, K. J. (1979). Can we agree on an epistemology for the social studies? Georgia Social Science
Journal, 10(2), 9-12.
Kilinc, E. (2012). Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of
Knowledge and Skills (TAKS) Social Studies Questions with and without Concept (Unpublished
doctoral dissertation, Texas A&M University).
Kozan, E. (2002). Sosyal Bilgiler Öğretmenlerinin Sosyal Bilgiler Eğitimi Geleneklerine Yaklasımları ve Bu
Yaklasımların Tarih Öğretimiyle İliskisi: Ankara-Aksaray Örnekleri. (Unpublished master dissertation,
Gazi Üniversitesi).
Metcalf, L. E. (1963). Research on teaching the social studies. In N. L. Gage (Ed.) Handbook of research
on teaching. Chicago: Rand McNally.
National Council for the Social Studies. (1994). Curriculum standards for social studies: Expectations of
excellence. Washington, DC: National Council for the Social Studies.
Nelson, M. (1994). The social studies in secondary education: A reprint of the seminal 1916 report with
annotations and commentaries. Bloomington, IN: ERIC-CRESS.
Newmann, F. M. (1975). Education for citizen action: Challenge for secondary curriculum. Berkeley:
McCutchan.
Özmen, C. (2010). Sosyal Bilgiler ve Sınıf Öğretmenlerinin Sosyal Bilgiler Dersine İliskin Görüslerinin Çesitli
Değiskenler Açısından Değerlendirilmesi. (Unpublished doctoral dissertation, Gazi Üniversitesi).
Özmen, C. (2011). Sosyal Bilgiler Eğitiminde Vatandaslık Aktarımı Yaklasımına İliskin Öğretmen
Görüsleri. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 435-455.
Öztürk, C. (2012). Sosyal bilgiler: Toplumsal yasama disiplinlerarası bir bakıs. In C. Öztürk (Ed.) Sosyal
bilgiler öğretimi: Demokratik vatandaslık eğitimi (pp. 1-31). Ankara: Pegem.
Parker, W. C. (2012). Social studies in elementary education. Boston: Pearson.
Ross, E. W. (2006a). Introduction. In E. W. Ross (Ed.) The social studies curriculum: Purposes, problems, and
possibilities (pp. 1-17), New York: State University of New York Press.
Ross, E. W. (2006b). The struggle for the social studies curriculum. In E. Wayne Ross (Ed.), The social
studies curriculum: Purposes, problems, and possibilities (pp. 17-36), New York, NY: State University of
New York Press.
Safran, M. (2005). İlköğretim Programlarında Yeni Yaklasımlar, Sosyal Bilgiler (4-5. sınıf). Bilim ve Aklın
Aydınlığında Eğitim, 32, 54-55.
Singer, A. (2005). Strange bedfellows: The contradictory goals of the coalition making war on social
studies. Social Studies, 96(5), 199-205.
Sönmez, V. (1997). Sosyal bilgiler öğretimi. Ankara: Anı yayıncılık.
Stanley, W. B. (1985). Recent research in the foundations of social education: 1976-1983. In W. B.
Stanley (Ed.). Review of research in social studies education: 1976-1983 (Bulletin 75) (pp. 309-385).
Washington; DC: ERIC.
Wesley, E. B. (1937). Teaching the social studies. Boston, MA: D. C. Health.
White, C. S. (1982). A validation study of the Barth-Shermis social studies preference scale. Theory and
Research in Social Education, 10(2), 1-20.
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Published
2017-08-08
How to Cite
Kılınç, E. (2017). Pre-service social studies teachers’ understandings about the nature of the social studies. International Electronic Journal of Elementary Education, 6(3), 415–426. Retrieved from https://iejee.com/index.php/IEJEE/article/view/55
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