Araştırma Makalesi
BibTex RIS Kaynak Göster

Social-Emotional Learning Skills in the Social Studies Curriculum

Yıl 2019, Cilt: 1 Sayı: 1, 82 - 99, 30.06.2019

Öz

In this study where social studies course curriculum is examined in terms of social-emotional learning skills, the specific objectives, basic skills, values and objectives, CASEL's self-awareness, self-management, social awareness, relationship building and decision-making skills and the comprehensive definitions of these skills. The study was designed in the evaluative case study. Accordingly, a document analysis approach was used to collect the research data, which allows the review of materials that provide evidence of the facts and events planned to be examined in the research.  The data obtained by document analysis were analyzed by deductive content analysis approach. Findings Show that findings that the special purpose of the social studies course is strongly involved in social awareness skills, but other areas of social-emotional learning are not adequately addressed. Besides, it is seen that a significant part of the basic skills, values and objectives placed in the program give weight to the characteristics related to social awareness skills. As a result, it is understood that the social studies course aiming to raise individuals who are compatible with society is limited in terms of development of social-emotional learning skills. Based on the results of the research, it is recommended that the social studies curriculum be updated considering social-emotional learning skills.

Kaynakça

  • Altheide, D., Coyle, M., DeVriese, K., & Schneider, C. (2008). Emergent qualitative document analysis. Eds. Sharlene Nagy Hesse-Biber and Patricia Leavy, In Handbook of emergent methods, 127–151. New York-London: The Guildford Press.
  • Ashdown, D. M. & Bernard, M. E. (2012). Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?. Early Childhood Journal Education, Volume: 39, Number: 6, 397-405.
  • Bassey, M. (1999). Case study research in educational settings. McGraw-Hill Education (UK).
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27–40.
  • Bozgün, K & Baytemir, K. (2019). Sosyal-duygusal ve ahlaki gelişim ölçeğinin (sdago) türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Turkish Studies, 14 (1), 139–156.
  • Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The qualitative report, 19(32), 1-20.
  • Cohen, J. (1999). Social and emotional learning past and present: a psychoeducational dialogue içinde Educating minds and hearts (ed. Jonathan Cohen). New York and London: Teachers College, Columbia University.
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard educational review, 76(2), 201–237.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL] (2013). 2013 CASEL GUIDE: Effective Social and Emotional Programs Preschool And Primary School Edition. http://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a220de4b00a92c90436ba/1382687245993/2013-casel-guide.pdf
  • Creswell, J. W. (2013). Qualitive inquiry &research design choosing amang five approaches, SAGE Publications.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2018). Yenilenen sosyal bilgiler dersi öğretim programına yönelik öğretmen görüşleri. Uluslararası Türk Eğitim Bilimleri Dergisi, 2018(11), 104–120.
  • Doğan, T., Totan, T., & Sapmaz, F. (2009). Üniversite öğrencilerinde benlik saygısı ve sosyal zeka. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (17), 235–247.
  • Djambazova-Popordanoska, S. (2016). Teachers’ perspectives and practices on social and emotional learning: multiple case study approach (No. Ph. D.). Deakin University.
  • Elias, M. J. vd. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Elias M.J., Zins J.E., Graczyk P.A. & Weissberg R.P. (2003). Implementation sustanability and scaling up of social-emotional and academic ınnovations in public schools. School Psychology Review, 32(3).
  • Elliot, S. N. (1997). The responsive classroom approach: Its effectiveness and acceptability in promoting social and academic competence. Year one a three study. University of Wiscinson-Madison.
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
  • Ertürk, M., & Güler, E. (2017). 5. 6. ve 7. sınıf sosyal bilgiler ders kitaplarının öğretmen görüşlerine göre incelenmesi (Muğla ili örneği). Uluslararası Türk Eğitim Bilimleri Dergisi, 2017(8), 64–76.
  • Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi (Yayınlanmamış doktora tezi), Çanakkale Onsekiz Mart Üniversitesi.
  • Esen-Aygün, H., & Sahin-Taskin, C. (2017). Teachers' Views of Social-Emotional Skills and Their Perspectives on Social-Emotional Learning Programs. Journal of Education and Practice, 8(7), 205–215.
  • Ji, P., DuBois, D. L., & Flay, B. R. (2013). Social-Emotional and Character Development Scale. Journal of Research in Character Education, 9(2), 121–147.Graneheim U.H. & Lundman B. (2004) Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.Nurse Education Today 24, 105–112.
  • Greenberg, M.T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L. & Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychological Association, 58(6/7), 466.
  • Koçoğlu, E., & Aydın, M. (2017). Alan uzmanlarına göre 2017 sosyal bilgiler programının 2005 programı çerçevesinde analizi. International Journal of Social Science Research, 6(1), 61–74.
  • McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. Routledge.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Moretti, F. ve diğerleri (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420–428.
  • National Center for Mental Health Promotion and Youth Violence Prevention (2010). Social and emotional learning, http://www.acyi.org/sites/default/files/Social%20and%20Emotional%20Learning%20(National%20Center%20for%20Mental%20Health%20Promotion%20and%20Youth%20Violence%20Prevention).pdf
  • Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369–385.
  • Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591(1), 40–54.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications.
  • Poulou, M. S. (2017). Social and emotional learning and teacher–student relationships: Preschool teachers’ and students’ perceptions. Early Childhood Education Journal, 45(3), 427–435.
  • Roeser, R. W., Van der Wolf, K., & Strobel, K. R. (2001). On the relation between social–emotional and school functioning during early adolescence: Preliminary findings from Dutch and American samples. Journal of School Psychology, 39(2), 111–139.
  • Stake, R. E. (1995). The art of case study research. SAGE publications.
  • Triliva, S., & Poulou, M. (2006). Greek teachers' understandings and constructions of what constitutes social and emotional learning. School Psychology International, 27(3), 315–338.
  • Van Huynh, S., Tran-Chi, V. L., & Nguyen, T. T. (2018). Vietnamese Teachers' Perceptions of Social-Emotional Learning Education in Primary Schools. European Journal of Contemporary Education, 7(4), 874–881.
  • Weissberg, R. P., Resnik, H., Payton, J. & O'Brien, M. U. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60(6).
  • Yakar, A. (2012). Farkındalık (Ed. Mustafa Girgin). İçinde: Pedagojik değerler. Ankara: Vize Yayıncılık.
  • Yaşar, Ş., Çengelci-Köse, T., Göz, N., & Bayır, Ö. G. (2015). Sosyal bilgiler dersinde öğrenci merkezli öğretme-öğrenme süreçlerinin etkililiği: Bir meta analiz çalışması. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(1), 38–56.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (1994). Case study reserach design and methods (second edition), SAGE Publications.
  • Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 5(1), 1-6.
  • Zins J. E. & Elias M. J. 2008. “Social and emotional learning: promoting the development of all students”. Journal of Educational and Psychological Consultation, 17 (2-3), 233-255.
  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Sosyal Bilgiler Öğretim Programının Sosyal-Duygusal Öğrenme Becerileri Açısından İncelenmesi

Yıl 2019, Cilt: 1 Sayı: 1, 82 - 99, 30.06.2019

Öz

Sosyal Bilgiler dersi öğretim programının
sosyal-duygusal öğrenme becerileri açısından incelendiği bu çalışmada dersin
özel amaçları, temel beceriler, değerler ve kazanımlar, CASEL’in beş temel
beceri olarak tanımladığı öz-farkındalık, öz-yönetim, sosyal farkındalık,
ilişki kurma ve karar alma becerileri ve bu becerilerin kapsamlı tanımları
dikkate alınarak incelenmiştir. Araştırma, değerlendirmeye dayalı durum
çalışması deseninde tasarlanmıştır. Bu kapsamda, araştırma verilerinin
toplanmasında, araştırmada incelenmesi planlanan olgu ve olaylara ilişkin
kanıtlar sunan materyallerin gözden geçirilmesine imkân tanıyan doküman incelenmesi
yaklaşımı kullanılmıştır. Doküman incelemesi yoluyla elde edilen veriler
tümdengelimsel içerik analizi yaklaşımı ile analiz edilmiştir. Elde edilen
bulgular doğrultusunda, Sosyal bilgiler dersi özel amaçlarının güçlü bir
biçimde sosyal farkındalık becerilerine yer verdiği ancak sosyal-duygusal
öğrenmenin diğer beceri alanlarının yeterince ele alınmadığı anlaşılmaktadır. Buna
bağlı olarak, programda ele alınan temel beceriler, değerler ve kazanımların da
önemli bir bölümünün sosyal farkındalık becerisine yönelik özelliklere ağırlık
verdiği görülmektedir.
Buradan
hareketle, toplumla uyumlu bireyler yetiştirmeyi hedefleyen sosyal bilgiler
dersinin sosyal-duygusal öğrenme becerilerinin gelişimi açısından kısıtlı
olduğu anlaşılmaktadır.

Kaynakça

  • Altheide, D., Coyle, M., DeVriese, K., & Schneider, C. (2008). Emergent qualitative document analysis. Eds. Sharlene Nagy Hesse-Biber and Patricia Leavy, In Handbook of emergent methods, 127–151. New York-London: The Guildford Press.
  • Ashdown, D. M. & Bernard, M. E. (2012). Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children?. Early Childhood Journal Education, Volume: 39, Number: 6, 397-405.
  • Bassey, M. (1999). Case study research in educational settings. McGraw-Hill Education (UK).
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27–40.
  • Bozgün, K & Baytemir, K. (2019). Sosyal-duygusal ve ahlaki gelişim ölçeğinin (sdago) türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Turkish Studies, 14 (1), 139–156.
  • Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The qualitative report, 19(32), 1-20.
  • Cohen, J. (1999). Social and emotional learning past and present: a psychoeducational dialogue içinde Educating minds and hearts (ed. Jonathan Cohen). New York and London: Teachers College, Columbia University.
  • Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard educational review, 76(2), 201–237.
  • Collaborative for Academic, Social, and Emotional Learning [CASEL] (2013). 2013 CASEL GUIDE: Effective Social and Emotional Programs Preschool And Primary School Edition. http://static.squarespace.com/static/513f79f9e4b05ce7b70e9673/t/526a220de4b00a92c90436ba/1382687245993/2013-casel-guide.pdf
  • Creswell, J. W. (2013). Qualitive inquiry &research design choosing amang five approaches, SAGE Publications.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2018). Yenilenen sosyal bilgiler dersi öğretim programına yönelik öğretmen görüşleri. Uluslararası Türk Eğitim Bilimleri Dergisi, 2018(11), 104–120.
  • Doğan, T., Totan, T., & Sapmaz, F. (2009). Üniversite öğrencilerinde benlik saygısı ve sosyal zeka. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (17), 235–247.
  • Djambazova-Popordanoska, S. (2016). Teachers’ perspectives and practices on social and emotional learning: multiple case study approach (No. Ph. D.). Deakin University.
  • Elias, M. J. vd. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Elias M.J., Zins J.E., Graczyk P.A. & Weissberg R.P. (2003). Implementation sustanability and scaling up of social-emotional and academic ınnovations in public schools. School Psychology Review, 32(3).
  • Elliot, S. N. (1997). The responsive classroom approach: Its effectiveness and acceptability in promoting social and academic competence. Year one a three study. University of Wiscinson-Madison.
  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
  • Ertürk, M., & Güler, E. (2017). 5. 6. ve 7. sınıf sosyal bilgiler ders kitaplarının öğretmen görüşlerine göre incelenmesi (Muğla ili örneği). Uluslararası Türk Eğitim Bilimleri Dergisi, 2017(8), 64–76.
  • Esen-Aygün, H. (2017). Sosyal-duygusal öğrenme programlarının sosyal duygusal öğrenme becerilerinin gelişimine, akademik başarı ve sınıf iklimi algısına etkisi (Yayınlanmamış doktora tezi), Çanakkale Onsekiz Mart Üniversitesi.
  • Esen-Aygün, H., & Sahin-Taskin, C. (2017). Teachers' Views of Social-Emotional Skills and Their Perspectives on Social-Emotional Learning Programs. Journal of Education and Practice, 8(7), 205–215.
  • Ji, P., DuBois, D. L., & Flay, B. R. (2013). Social-Emotional and Character Development Scale. Journal of Research in Character Education, 9(2), 121–147.Graneheim U.H. & Lundman B. (2004) Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.Nurse Education Today 24, 105–112.
  • Greenberg, M.T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L. & Resnik, H. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychological Association, 58(6/7), 466.
  • Koçoğlu, E., & Aydın, M. (2017). Alan uzmanlarına göre 2017 sosyal bilgiler programının 2005 programı çerçevesinde analizi. International Journal of Social Science Research, 6(1), 61–74.
  • McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. Routledge.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco, CA: Jossey-Bass.
  • Moretti, F. ve diğerleri (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420–428.
  • National Center for Mental Health Promotion and Youth Violence Prevention (2010). Social and emotional learning, http://www.acyi.org/sites/default/files/Social%20and%20Emotional%20Learning%20(National%20Center%20for%20Mental%20Health%20Promotion%20and%20Youth%20Violence%20Prevention).pdf
  • Ozan Leylum, Ş., Odabaşı, H. F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369–385.
  • Park, N. (2004). Character strengths and positive youth development. The Annals of the American Academy of Political and Social Science, 591(1), 40–54.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks. Cal.: Sage Publications.
  • Poulou, M. S. (2017). Social and emotional learning and teacher–student relationships: Preschool teachers’ and students’ perceptions. Early Childhood Education Journal, 45(3), 427–435.
  • Roeser, R. W., Van der Wolf, K., & Strobel, K. R. (2001). On the relation between social–emotional and school functioning during early adolescence: Preliminary findings from Dutch and American samples. Journal of School Psychology, 39(2), 111–139.
  • Stake, R. E. (1995). The art of case study research. SAGE publications.
  • Triliva, S., & Poulou, M. (2006). Greek teachers' understandings and constructions of what constitutes social and emotional learning. School Psychology International, 27(3), 315–338.
  • Van Huynh, S., Tran-Chi, V. L., & Nguyen, T. T. (2018). Vietnamese Teachers' Perceptions of Social-Emotional Learning Education in Primary Schools. European Journal of Contemporary Education, 7(4), 874–881.
  • Weissberg, R. P., Resnik, H., Payton, J. & O'Brien, M. U. (2003). Evaluating social and emotional learning programs. Educational Leadership, 60(6).
  • Yakar, A. (2012). Farkındalık (Ed. Mustafa Girgin). İçinde: Pedagojik değerler. Ankara: Vize Yayıncılık.
  • Yaşar, Ş., Çengelci-Köse, T., Göz, N., & Bayır, Ö. G. (2015). Sosyal bilgiler dersinde öğrenci merkezli öğretme-öğrenme süreçlerinin etkililiği: Bir meta analiz çalışması. Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(1), 38–56.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri, Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (1994). Case study reserach design and methods (second edition), SAGE Publications.
  • Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 5(1), 1-6.
  • Zins J. E. & Elias M. J. 2008. “Social and emotional learning: promoting the development of all students”. Journal of Educational and Psychological Consultation, 17 (2-3), 233-255.
  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Hanife Esen Aygün 0000-0001-9363-7083

Yayımlanma Tarihi 30 Haziran 2019
Kabul Tarihi 28 Mayıs 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

APA Esen Aygün, H. (2019). Sosyal Bilgiler Öğretim Programının Sosyal-Duygusal Öğrenme Becerileri Açısından İncelenmesi. Eğitim Ve Teknoloji, 1(1), 82-99.