Velilerin sosyal bilgiler dersinin önemine ilişkin görüşleri, sosyal bilgiler dersinde öğretmen akademik katılımına ilişkin algıları ve sosyal bilgiler dersinde akademik katılımları arasındaki ilişkinin incelenmesi
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi, Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın iki amacı bulunmaktadır: 1. Anne ve babaların sosyal bilgiler dersinin önemine ilişkin görüşlerinin, sosyal bilgiler dersinde algıladıkları öğretmen akademik katılım düzeylerinin ve sosyal bilgiler dersinde akademik katılım düzeylerinin yaşlarına, eğitim düzeylerine, algıladıkları sosyoekonomik düzeylerine, toplam aylık aile gelir düzeylerine ve çocuk sayılarına göre farklılık gösterip göstermediğini incelemek. 2. Anne ve babaların sosyal bilgiler dersinin önemine ilişkin görüşleri, sosyal bilgiler dersinde algıladıkları öğretmen akademik katılım düzeyleri ve sosyal bilgiler dersinde akademik katılımları arasındaki ilişkiyi belirlemek. Araştırma verileri 2017-2018 eğitim-öğretim yılının ikinci döneminde Edirne il merkezinde, sosyoekonomik durumlarına göre seçilmiş dokuz ilkokuldaki dördüncü sınıf öğrencilerin velilerinden (430 anne; 394 baba) toplanmıştır. Çalışmada anne ve babaların sosyal bilgiler dersinde akademik katılım düzeylerinde anneler lehine anlamlı bir farklılık bulunmuştur. Annelerin sosyal bilgiler dersinin önemine ilişkin görüşlerinde ve babaların sosyal bilgiler dersinde algıladıkları öğretmen akademik katılım düzeylerinde ve sosyal bilgiler dersinde akademik katılım düzeylerinde eğitim düzeylerine göre bazı anlamlı farklılıklar bulunmuştur. Hem annelerin hem de babaların sosyal bilgiler dersinin önemine ilişkin görüşlerinde ve annelerin sosyal bilgiler dersinde akademik katılım düzeylerinde toplam aylık aile gelirlerine göre anlamlı farklılıklar bulunmuştur. Araştırmada elde edilen diğer bulguya göre annelerin sosyal bilgiler dersinin önemine ilişkin görüşlerinde; hem annelerin hem de babaların sosyal bilgiler dersinde algıladıkları öğretmen akademik katılım düzeylerinde ve sosyal bilgiler dersinde akademik katılım düzeylerinde çocuk sayısı değişkenine göre anlamlı farklılıklar bulunmuştur. Hem annelerin hem babaların sosyal bilgiler dersinden algıladıkları öğretmen akademik katılım düzeyleri onların sosyal bilgiler dersinin önemine ilişkin görüşlerinin pozitif yönde ve anlamlı yordayıcısı olarak bulunmuştur. Araştırmada ayrıca hem annelerin hem babaların sosyal bilgiler dersinin önemine ilişkin görüşlerinin ve sosyal bilgiler dersinde algıladıkları öğretmen akademik katılım düzeylerinin onların sosyal bilgiler dersinde akademik katılım düzeylerini pozitif yönde ve anlamlı olarak yordadığı bulunmuştur. Bununla birlikte sosyal bilgiler dersinde algılanan öğretmen akademik katılımın etkisi hem annelerde hem babalarda sosyal bilgiler dersinin önemine ilişkin görüşlerinden daha yüksek bulunmuştur.
This research had two aims: 1. To investigate whether parents’ views on the importance of the social studies lesson, their perceptions of the teachers’ academic involvement in the social studies lesson, and their own academic involvement in the social studies lesson differ according to their age, educational level, perceived socioeconomic status, total monthly family income, and number of children. 2. To examine the relations between parents’ views on the importance of the social studies lesson, their perceptions of the teachers’ academic involvement in the social studies lesson, and their own academic involvement in the social studies lesson. The data was gathered from the parents (430 mothers; 394 fathers) of fourth grade students in nine primary schools chosen according to their socioeconomic level within the city of Edirne in the second semester of the 2017-2018 academic year. The research showed a significant difference in academic involvement in the social studies lesson in favor of the mothers. Some significant differences were found in the mothers’ views on the importance of the social studies lesson according to their own level of education; and also significant differences concerning fathers’ perceptions of the teachers’ academic involvement in the social studies lesson and their own academic involvement in the social studies lesson according to their own level of education. Significant differences were found in both the mothers and fathers’ views on the importance of the social studies lesson, and also in the mothers’ academic involvement in the social studies lesson, according to their monthly family income level. It was also found that there were significant differences in the mothers’ views on the importance of the social studies lesson; and in both mothers and fathers’ perceptions of the teachers’ academic involvement in the social studies lesson and their own academic involvement in the social studies lesson in terms of the number of their children. It was revealed that both mothers and fathers’ perceptions of the teachers’ academic involvement in the social studies lesson positively and significantly predicted their views on the importance of the social studies lesson. Moreover, results showed that both mothers and fathers’ views on the importance of the social studies lesson and their perceptions of teachers’ academic involvement in the social studies lesson positively and significantly predicted their own academic involvement in this lesson. However, the influence of the perceived teachers’ academic involvement in the social studies lesson was higher both in mothers and fathers than their views on the importance of this lesson.
This research had two aims: 1. To investigate whether parents’ views on the importance of the social studies lesson, their perceptions of the teachers’ academic involvement in the social studies lesson, and their own academic involvement in the social studies lesson differ according to their age, educational level, perceived socioeconomic status, total monthly family income, and number of children. 2. To examine the relations between parents’ views on the importance of the social studies lesson, their perceptions of the teachers’ academic involvement in the social studies lesson, and their own academic involvement in the social studies lesson. The data was gathered from the parents (430 mothers; 394 fathers) of fourth grade students in nine primary schools chosen according to their socioeconomic level within the city of Edirne in the second semester of the 2017-2018 academic year. The research showed a significant difference in academic involvement in the social studies lesson in favor of the mothers. Some significant differences were found in the mothers’ views on the importance of the social studies lesson according to their own level of education; and also significant differences concerning fathers’ perceptions of the teachers’ academic involvement in the social studies lesson and their own academic involvement in the social studies lesson according to their own level of education. Significant differences were found in both the mothers and fathers’ views on the importance of the social studies lesson, and also in the mothers’ academic involvement in the social studies lesson, according to their monthly family income level. It was also found that there were significant differences in the mothers’ views on the importance of the social studies lesson; and in both mothers and fathers’ perceptions of the teachers’ academic involvement in the social studies lesson and their own academic involvement in the social studies lesson in terms of the number of their children. It was revealed that both mothers and fathers’ perceptions of the teachers’ academic involvement in the social studies lesson positively and significantly predicted their views on the importance of the social studies lesson. Moreover, results showed that both mothers and fathers’ views on the importance of the social studies lesson and their perceptions of teachers’ academic involvement in the social studies lesson positively and significantly predicted their own academic involvement in this lesson. However, the influence of the perceived teachers’ academic involvement in the social studies lesson was higher both in mothers and fathers than their views on the importance of this lesson.
Açıklama
Anahtar Kelimeler
Sosyal Bilgiler Dersi, Anne-Baba Akademik Katılımı, Algılanan Öğretmen Akademik Katılımı, Social Studies Lesson, Parental Academic Involvement, Perceived Teacher Academic Involvement
