Social Studies Teachers’ Perceptions about the Nature of Social Studies

dc.creator	Selahattin KAYMAKCI
dc.creator	Bahri ATA
dc.date	2012-05-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:42Z
dc.date.available	2015-07-20T22:07:42Z
dc.identifier	1309-9108
dc.identifier	https://doaj.org/article/f33b118898654b15bf0dc5bc83cd76e2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11423
dc.identifier.uri	https://doaj.org/article/f33b118898654b15bf0dc5bc83cd76e2
dc.description	As a course, social studies is taught in many countries and it effects the world’s educational system for decades. Considering Turkey, social studies has been taught officially under the name of social studies since 1968. It is taught three hours per week in the 4th, 5th, 6thand 7thgrades of the primary school. Social studies has a philosophic foundation and some teaching traditions. In this context some scholars like Fenton (1966), Barr, Barth & Shermis (1978), Morrissett & Haas (1982), Stanley & Nelson (1994), and Janzen (1995) did studies on philosophic foundation of social studies and they suggested some classifications. Review of literature indicated that Barr, Barth & Shermis’s (1978) classification is the popular one that includes three social studies traditions: citizenship transmission, social science and reflective inquiry. This classification has an importance role on the understanding and development of Turkish social studies education. Curricula developed in 1998 and 2005 stressed the place and the importance of citizenship transmission, social science and reflective inquiry traditions in social studies education (MEB, 1998; MEB, 2005a; MEB, 2005b). In particular, 2005 curriculum tried to use effectively social science and reflective inquiry traditions besides citizenship transmission within the context of constructivism (Ata, 2006). This situation creates a question: How social studies teachers’ levels of understanding, perception and usage status about social studies traditions. Indeed related literature revealed that there are some national studies on social studies teachers’ perceptions about the nature of social studies (Kozan, 2002; Doğanay & Sarı, 2004; Özmen, 2010). However, studies, which were done by Kozan (2002) and Doğanay & Sarı (2004), are out of date, because they were done before the last development of primary school social studies curriculum in 2005. Besides, Özmen’s study covers both social studies teachers and primary school teachers’ perceptions, so it reflects limited social studies teachers’ perceptions about the nature of social studies. With this in mind, it is believed that a determination of social studies teachers’ perceptions about the nature of social studies will contribute to elimination of these deficiencies in this area and guide to the studies which will be written in this issue in the near future.
dc.language	Turkish
dc.language	English
dc.publisher	Association for Social Studies Educators (ASSE)
dc.relation	http://www.jsser.org/index.php/JSSER/article/viewFile/66/pdf
dc.relation	https://doaj.org/toc/1309-9108
dc.source	Journal of Social Studies Education Research, Vol 3, Iss 1, Pp 35-64 (2012)
dc.subject	Social studies
dc.subject	Nature of social studies
dc.subject	Social studies teacher
dc.subject	Teaching approaches
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Social Studies Teachers’ Perceptions about the Nature of Social Studies
dc.type	Article