Research Article
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Examination of Primary School Teachers' Opinions on Cultural Heritage Education in Life Science Lesson

Year 2023, Volume: 11 Issue: 22, 429 - 446, 27.10.2023

Onur Batmaz

https://doi.org/10.18009/jcer.1241337

Abstract

A case study was used in this study, which was conducted to examine the opinions of primary school teachers on cultural heritage education in the Life Science lesson. The participants of the study consisted of 15 primary school teachers working in primary schools in Yozgat. The convenience sampling method was used while determining the participants. A semi-structured interview form was improved by the researcher and expert opinions were used to collect the data for the study. The descriptive analysis technique was used analysis of the obtained data. At the end of the data, it was concluded that teachers' opinions on cultural heritage are mostly in the form of cultural heritage elements. The majority of the teachers stated that they did not receive any education on cultural heritage or did not participate in the activity. In addition, a significant part of the teachers expressed that they found and the cultural heritage education the Life Science curriculum insufficient.

Keywords

Life science primary school teachers cultural heritage

References

  • Avcı, M., & Memişoğlu, H. (2016). Kültürel miras eğitimine ilişkin sosyal bilgiler öğretmenlerin görüşleri [Opinions of social studies teachers on cultural heritage education]. Elementary Education Online, 15(1), 104-124.
  • Azrak, S., & Yalçınkaya, E. (2020). Sosyal bilgiler öğretmenlerinin tarihi kültürel miras eğitimine ilişkin görüşleri (Denizli şehri örneği) [Opinions of social studies teachers on historical cultural heritage education (Example of Denizli city)]. Kastamonu Education Journal, 28(3), 1307-1320. https://doi.org/10.24106/kefdergi.3866
  • Bean, G. E. (1999). Eskiçağda güney kıyılar (Çev. İ. Delemen ve S. Çokay) [Southern coasts in antiquity (Trans. İ. Delemen and S. Çokay)]. İstanbul: Arion Yayınevi.
  • Bıyıklı, S. G. (2010). Representation of cultural heritage in textbooks: Examination of the illustration in the 4th and 5th grade social studies textbooks (1974-2009) in Turkey. (Unpublished master's thesis). Koç University, İstanbul.
  • Chmiliar, I. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Copeland, T. (2004). Heritage and education: A European perspective. Proceedings of the Europa Nostra Forum 2004, 19-22. Netherlands: Pan European Federation for Heritage.
  • Çal, Ü. T., & Demirkaya, H. (2017). Sosyal bilgiler öğretmen adaylarının kültürel mirasın korunmasına yönelik görüşleri [Opinions of social studies teacher candidates on the protection of cultural heritage]. XI. International Turkic Culture, Art and Protection of Cultural Heritage Symposium/Art Activity “Turkey-Belarus Relations”, (s. 61-67). Baranovichi/Belarus.
  • Çankaya, E. (2006). Somut olmayan kültürel mirasın müzecilik bağlamında korunması. (Yayınlanmamış yüksek lisans tezi) [Conservation of intangible cultural heritage in the context of museology. (Unpublished master's thesis)]. Yıldız Teknik University, İstanbul.
  • Çengelci, T. (2012). Sosyal bilgiler öğretim programında somut olmayan kültürel mirasın yeri [The place of intangible cultural heritage in social studies curriculum]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 185-203.
  • Çengelci, T. (2013). Sosyal bilgiler dersinde yararlanılan toplumsal ve kültürel kaynakların belirlenmesi [Determining the social and cultural resources used in the social studies lesson]. Elektronik Sosyal Bilimler Dergisi, 43(12), 219-236.
  • Chmiliar, I. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Ed.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Çulha-Özbaş, B. (2014). İlköğretim Sosyal Bilgiler derslerinde kültürel miras eğitimi [Cultural heritage education in primary school Social Studies lessons]. Safran, M. (Ed.), Sosyal bilgiler öğretimi [In social studies teaching](ss. 743-762) içinde. Ankara: Pegem Akademi.
  • Demirezen, S., & Aktaş, G. (2020). Sosyal bilgiler öğretmenlerinin somut olmayan kültürel miras öğretimine ilişkin görüşlerinin belirlenmesi [Determining the views of social studies teachers on teaching intangible cultural heritage]. Bayburt Eğitim Fakültesi Dergisi, 15(30), 413-434. https://doi.org/10.35675/befdergi.699782
  • Deveci, H. (2009). Sosyal bilgiler dersinde kültürden yararlanma: öğretmen adaylarının kültür portfolyolarının incelenmesi [Benefiting from culture in social studies lesson: Examining pre-service teachers' cultural portfolios]. Elektronik Sosyal Bilimler Dergisi, 8(28), 1-19.
  • Ekiz, D. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Anı Yay.
  • Erkuş, A. (2017). Davranış bilimleri için bilimsel araştırma süreci [Scientific research process for behavioral sciences]. Ankara: Seçkin Yayıncılık.
  • Güngör, H., Mutlu-Öztürk, H., & Gülay-Ogelman, H. (2022). Metaphor analysis on the perceptions of preschool education teaching undergraduate students about the concept of "cultural heritage". Manas Sosyal Araştırmalar Dergisi, 11(2), 511-521.
  • Haddad, N. A. (2014). Heritage multimedia and children edutainment: Assessment and recommendations. Advances in Multimedia.
  • Hooper-Greenhill, E. (2004). Measuring learning outcomes in museums, archives and libraries: The learning impact research project (LIRP). International Journal of Heritage Studies, 10(2), 151-174.
  • Hunter, K. (1988). Heritage education in the social studies. ERIC Digest.
  • Hunter, K. (1992). A commitment to education: Designing a heritage education for National Trust: A final report. Historic Preservation Forum, 6(1), 15–20.
  • Ivon, H., & Kuscevic, D. (2013). School and the cultural-heritage environment: Pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Kailash, K. M. (2001). Curriculum development for cultural heritage studies. Retrieved from https://ignca.gov.in/curriculum-development-for-cultural-heritage-studies.
  • Ministry of National Education [MoNE]. (2018). Hayat bilgisi dersi öğretim programı (İlkokul 1,2 ve 3. sınıflar) [Life science lesson curriculum (Primary school 1,2 and 3rd grades)]. Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Özünel-Ölçer, E. (2017). “A plan of action for people, planet and prosperity”: A critical approach to the intangible cultural heritage and the 2030 sustainable development goals. Milli Folklor Dergisi, 15(116), 18-32.
  • Şahin, S. K., & Güner, S. (2006, November). Kültürel miras koruması ve sivil toplum örgütleri arasındaki ilişki [Relationship between cultural heritage protection and non-governmental organizations]. Uluslararası Geleneksel Sanatlar Sempozyumu, İzmir.
  • Scovazzi, T. (2015). Intangible Cultural Heritage as Defined in the 2003 UNESCO Convention. in Golinelli, G. M. (Ed.), Cultural heritage and value creation: Towards new pathways (p. 105-126). Springer, Switzerland.
  • Sönmez, V. (2010). Hayat Bilgisi öğretimi ve öğretmen kılavuzu: Yeni programa göre düzenlenmiş ders planı örnekleri [Life science teaching and teacher's guide: Lesson plan examples arranged according to the new curriculum]. Ankara: Anı Yayıncılık.
  • Taylor, K. (2004). Cultural heritage management: A possible role for charters and principles in Asia. International Journal of Heritage Studies, 10(5), 417-433.
  • Uçar, M. (2014). Evaluation of the effectiveness of education on cultural property and conservation at primary school level and the contribution of non-governmental organizations to education. Megaron, 9(2), 85.
  • Ulusoy, K. (2009). Evaluation of the teaching of culture and heritage learning area of Social Studies lesson by 4th and 5th grade students. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler e-Dergisi, 18, 1-26.
  • Yeşilbursa, C., & Uslu, S. (2014). The comparison of Turkish and American preservice social studies teachers' attitudes toward heritage education. Turkish Studies, 9(8), 879-891.
  • Yılar, R. (2016). Investigations on the texts in primary school Turkish textbooks in terms of the values they convey. Journal of Bayburt Education Faculty, 11(2), 491-506.
  • Yıldırım, G. (2021). Reflection of intangible cultural heritage in education programs: Life Science teaching. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 16, 231-247. https://doi.org/10.20860/ijoses.974198

Examination of Primary School Teachers' Opinions on Cultural Heritage Education in Life Science Lesson

Year 2023, Volume: 11 Issue: 22, 429 - 446, 27.10.2023

Onur Batmaz

https://doi.org/10.18009/jcer.1241337

Abstract

The case study was used in this study, which was conducted to examine the opinions of primary school teachers on cultural heritage education in the Life Science lesson. The participants the study consisted of 15 primary school teachers working primary schools in Yozgat. Convenience sampling method was used while determining the participants. A semi-structured interview form improved by the researcher and expert opinions were used to collect the data of the study. Descriptive analysis technique was used analysis of the obtained data. At the end of the data, it was concluded that teachers' opinions on cultural heritage are mostly in the form of cultural heritage elements. The majority of the teachers stated that they did not receive any education on cultural heritage or did not participate in the activity. In addition, a significant part of the teachers expressed that they found the cultural heritage education the Life Science curriculum insufficient.

Keywords

Life science primary school teachers cultural heritage

References

  • Avcı, M., & Memişoğlu, H. (2016). Kültürel miras eğitimine ilişkin sosyal bilgiler öğretmenlerin görüşleri [Opinions of social studies teachers on cultural heritage education]. Elementary Education Online, 15(1), 104-124.
  • Azrak, S., & Yalçınkaya, E. (2020). Sosyal bilgiler öğretmenlerinin tarihi kültürel miras eğitimine ilişkin görüşleri (Denizli şehri örneği) [Opinions of social studies teachers on historical cultural heritage education (Example of Denizli city)]. Kastamonu Education Journal, 28(3), 1307-1320. https://doi.org/10.24106/kefdergi.3866
  • Bean, G. E. (1999). Eskiçağda güney kıyılar (Çev. İ. Delemen ve S. Çokay) [Southern coasts in antiquity (Trans. İ. Delemen and S. Çokay)]. İstanbul: Arion Yayınevi.
  • Bıyıklı, S. G. (2010). Representation of cultural heritage in textbooks: Examination of the illustration in the 4th and 5th grade social studies textbooks (1974-2009) in Turkey. (Unpublished master's thesis). Koç University, İstanbul.
  • Chmiliar, I. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Eds.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Copeland, T. (2004). Heritage and education: A European perspective. Proceedings of the Europa Nostra Forum 2004, 19-22. Netherlands: Pan European Federation for Heritage.
  • Çal, Ü. T., & Demirkaya, H. (2017). Sosyal bilgiler öğretmen adaylarının kültürel mirasın korunmasına yönelik görüşleri [Opinions of social studies teacher candidates on the protection of cultural heritage]. XI. International Turkic Culture, Art and Protection of Cultural Heritage Symposium/Art Activity “Turkey-Belarus Relations”, (s. 61-67). Baranovichi/Belarus.
  • Çankaya, E. (2006). Somut olmayan kültürel mirasın müzecilik bağlamında korunması. (Yayınlanmamış yüksek lisans tezi) [Conservation of intangible cultural heritage in the context of museology. (Unpublished master's thesis)]. Yıldız Teknik University, İstanbul.
  • Çengelci, T. (2012). Sosyal bilgiler öğretim programında somut olmayan kültürel mirasın yeri [The place of intangible cultural heritage in social studies curriculum]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 185-203.
  • Çengelci, T. (2013). Sosyal bilgiler dersinde yararlanılan toplumsal ve kültürel kaynakların belirlenmesi [Determining the social and cultural resources used in the social studies lesson]. Elektronik Sosyal Bilimler Dergisi, 43(12), 219-236.
  • Chmiliar, I. (2010). Multiple-case designs. A. J. Mills, G. Eurepas & E. Wiebe (Ed.), Encyclopedia of case study research içinde (s. 582-583). USA: SAGE Publications.
  • Çulha-Özbaş, B. (2014). İlköğretim Sosyal Bilgiler derslerinde kültürel miras eğitimi [Cultural heritage education in primary school Social Studies lessons]. Safran, M. (Ed.), Sosyal bilgiler öğretimi [In social studies teaching](ss. 743-762) içinde. Ankara: Pegem Akademi.
  • Demirezen, S., & Aktaş, G. (2020). Sosyal bilgiler öğretmenlerinin somut olmayan kültürel miras öğretimine ilişkin görüşlerinin belirlenmesi [Determining the views of social studies teachers on teaching intangible cultural heritage]. Bayburt Eğitim Fakültesi Dergisi, 15(30), 413-434. https://doi.org/10.35675/befdergi.699782
  • Deveci, H. (2009). Sosyal bilgiler dersinde kültürden yararlanma: öğretmen adaylarının kültür portfolyolarının incelenmesi [Benefiting from culture in social studies lesson: Examining pre-service teachers' cultural portfolios]. Elektronik Sosyal Bilimler Dergisi, 8(28), 1-19.
  • Ekiz, D. (2020). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Anı Yay.
  • Erkuş, A. (2017). Davranış bilimleri için bilimsel araştırma süreci [Scientific research process for behavioral sciences]. Ankara: Seçkin Yayıncılık.
  • Güngör, H., Mutlu-Öztürk, H., & Gülay-Ogelman, H. (2022). Metaphor analysis on the perceptions of preschool education teaching undergraduate students about the concept of "cultural heritage". Manas Sosyal Araştırmalar Dergisi, 11(2), 511-521.
  • Haddad, N. A. (2014). Heritage multimedia and children edutainment: Assessment and recommendations. Advances in Multimedia.
  • Hooper-Greenhill, E. (2004). Measuring learning outcomes in museums, archives and libraries: The learning impact research project (LIRP). International Journal of Heritage Studies, 10(2), 151-174.
  • Hunter, K. (1988). Heritage education in the social studies. ERIC Digest.
  • Hunter, K. (1992). A commitment to education: Designing a heritage education for National Trust: A final report. Historic Preservation Forum, 6(1), 15–20.
  • Ivon, H., & Kuscevic, D. (2013). School and the cultural-heritage environment: Pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Kailash, K. M. (2001). Curriculum development for cultural heritage studies. Retrieved from https://ignca.gov.in/curriculum-development-for-cultural-heritage-studies.
  • Ministry of National Education [MoNE]. (2018). Hayat bilgisi dersi öğretim programı (İlkokul 1,2 ve 3. sınıflar) [Life science lesson curriculum (Primary school 1,2 and 3rd grades)]. Ankara: Millî Eğitim Bakanlığı Yayınları.
  • Özünel-Ölçer, E. (2017). “A plan of action for people, planet and prosperity”: A critical approach to the intangible cultural heritage and the 2030 sustainable development goals. Milli Folklor Dergisi, 15(116), 18-32.
  • Şahin, S. K., & Güner, S. (2006, November). Kültürel miras koruması ve sivil toplum örgütleri arasındaki ilişki [Relationship between cultural heritage protection and non-governmental organizations]. Uluslararası Geleneksel Sanatlar Sempozyumu, İzmir.
  • Scovazzi, T. (2015). Intangible Cultural Heritage as Defined in the 2003 UNESCO Convention. in Golinelli, G. M. (Ed.), Cultural heritage and value creation: Towards new pathways (p. 105-126). Springer, Switzerland.
  • Sönmez, V. (2010). Hayat Bilgisi öğretimi ve öğretmen kılavuzu: Yeni programa göre düzenlenmiş ders planı örnekleri [Life science teaching and teacher's guide: Lesson plan examples arranged according to the new curriculum]. Ankara: Anı Yayıncılık.
  • Taylor, K. (2004). Cultural heritage management: A possible role for charters and principles in Asia. International Journal of Heritage Studies, 10(5), 417-433.
  • Uçar, M. (2014). Evaluation of the effectiveness of education on cultural property and conservation at primary school level and the contribution of non-governmental organizations to education. Megaron, 9(2), 85.
  • Ulusoy, K. (2009). Evaluation of the teaching of culture and heritage learning area of Social Studies lesson by 4th and 5th grade students. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler e-Dergisi, 18, 1-26.
  • Yeşilbursa, C., & Uslu, S. (2014). The comparison of Turkish and American preservice social studies teachers' attitudes toward heritage education. Turkish Studies, 9(8), 879-891.
  • Yılar, R. (2016). Investigations on the texts in primary school Turkish textbooks in terms of the values they convey. Journal of Bayburt Education Faculty, 11(2), 491-506.
  • Yıldırım, G. (2021). Reflection of intangible cultural heritage in education programs: Life Science teaching. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi, 16, 231-247. https://doi.org/10.20860/ijoses.974198
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Onur Batmaz 0000-0001-9208-2645

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date January 23, 2023
Acceptance Date March 23, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Batmaz, O. (2023). Examination of Primary School Teachers’ Opinions on Cultural Heritage Education in Life Science Lesson. Journal of Computer and Education Research, 11(22), 429-446. https://doi.org/10.18009/jcer.1241337
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