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Ülkemizde yapılandırmacı eğitim yaklaşımı doğrultusunda şekillendirilen yeni Sosyal Bilgiler Öğretim Programı 2004-2005 öğretim yılında Milli Eğitim Bakanlığı tarafından pilot okullarda uygulanmıştır. 2005-2006 öğretim yılında ülkemizdeki tüm okullarda uygulamaya konulmuştur. 2008 yılında ise Talim ve Terbiye Kurulu Başkanlığı tarafından Sosyal Bilgiler Öğretim Programı içerisine “Müze ile Eğitim” ilaveleri yapılarak, öğretim programında belirtilen kazanımların müze eğitimiyle verilmesi uygun bulunmuştur. Bu araştırmada, sosyal bilgiler öğretmenlerinin ortaokul 5, 6 ve 7. sınıf sosyal bilgiler ders programlarında müze eğitimiyle verilmesi gereken kazanımları müzede uygulama düzeyleri ve müzeye gezi düzenleme aşamasında karşılaştıkları sorunlar incelenmiştir. Araştırmanın evrenini Tokat merkez ilçe ve merkeze bağlı köylerde yer alan ortaokullarda görev yapan 94 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırmanın örneklem grubunu ise Tokat merkez ilçe ve merkeze bağlı köylerde yer alan ortaokullarda görev yapan 28 farklı okuldan 55 sosyal bilgiler öğretmeni oluşturmaktadır. Araştırmada veri toplama tekniklerinden anket kullanılmıştır. Elde edilen nicel veriler IBM SPSS 22 programında analiz edilmiştir. Verilerin analizinde aritmetik ortalama, betimsel istatistikler ve parametrik olmayan testlerden Mann-Whitney U testi ile Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, ankete katılan sosyal bilgiler öğretmenlerinin yarısından fazlasının ders işlemek için müzeye gezi düzenlediğini göstermektedir. Sosyal bilgiler öğretmenlerinin müzeye gezi düzenleme durumları ile değişkenler arasında ilişkiye bakıldığında sadece mezun olunan fakülte ve okul konumu değişkenlerinin anlamlı derecede farklılaştığı görülmüştür. Cinsiyet, yaş, eğitim durumu, mezun olunan bölüm, kıdem ve sosyo-ekonomik durum değişkenleri ile öğretmenlerin müzeye gezi düzenleme durumları arasında anlamlı bir farklılaşma görülmemiştir. Öğretmenlerin müzeye gezi düzenleme aşamasında karşılaştıkları sorunlara yönelik maddelerin genelinde cevapların tek bir tarafta toplandığı görülmüştür.
The new Social Information Teaching Program, formed according to the structuring educational approach in our country, was implemented in pilot schools by the Ministry of National Education in the 2004-2005 academic year. In the 2005-2006 academic year, it was implemented in all schools in our country. In 2008, the President of the Education and Education Council made the "Museum with Education" additions to the Social Information Teaching Program, and the achievements specified in the teaching program were found appropriate to be given with the museum training. In this study, the achievements that social information teachers should be given with museum education in high school 5, 6 and 7 classes of social information curricula studies the level of application in the museum and the problems they encounter in the stage of the arrangement of the tour to the museum. The universe of the research is composed of 94 social information teachers who work in high schools located in the central district of Tokat and associated villages. The study’s sample group consists of 55 social information teachers from 28 different schools working in the middle schools located in the Tokat central district and associated villages. The research has been used by data collection techniques. The data was analyzed in IBM SPSS 22. In the analysis of data, arithmetic average, visual statistics and non-parametric tests were used by the Mann-Whitney U test and the Kruskal Wallis H test. The research results show that more than half of the social information teachers who participated in the survey organized a tour to the museum to process the lessons. Social information teachers have seen the relationship between the conditions of tour arrangement to the museum and the variables that only graduated faculty and school location variables significantly vary. There has been no significant differences between gender, age, educational status, graduate department, age and socio-economic status variations, and the conditions of teachers’ tour arrangement to the museum. It was seen that the questions that the teachers faced at the stage of the museum’s tour arrangement were gathered on a single side.
A new teaching program of social studies was conducted in pilot schools in our country by the the Ministry of Education in congruent with a structured teaching programme in the academic year of 2004-2005. This procedure was put into practice in all of the schools in our country in the academic year of 2005-2006. In 2008, the concept of “Teaching through Visiting Museums” was included in the social studies teaching programme by the Board of Education and Discipline. Thus, the educational attainments described in the teaching programme were aimed to be achieved through visiting museums. In this study the following were determined: the educational attainments to be achieved through visiting museums in the course programmes of the teachers of the 5th, 6th, and the 7th grade social studies classes, the level of realization of museum visits, and the problems the teachers encountered at the stage of arranging visits to the museums. The population of the study consisted of 94 teachers of social studies who were employed at secondary schools in the Tokat city center and the villages attached to the city center. The sample of the study consisted of 55 teachers of social studies who were employed in the 28 schools in the Tokat city center and the villages attached to the city center. To collect data a questionnaire was administered. The data obtained was analyzed by using SPSS 22 program. In the analysis of the data, mathematical mean, descriptive statistics, and non-parametric tests of Whitney U test and Kruskal Wallis H were used. The results of the study indicated that more than half of the teachers of social studies arranged visits to the museums to conduct a lesson in the museum. When the relationship between the cases of museum visits arranged by teachers of social studies and the variables was examined, the differences were meaningful only for the variables of the faculty the teacher graduated from and the location of the school. There were no meaningful differences between the cases of museum visits arranged by the teachers and the variables of gender, age, education level, at which department the teacher studied, seniority, and socio-economic status. The answers to the questions aimed at determining the problems the teachers faced when they were arranging a visit to the museum were in general tended to pile up on one issue.
Field : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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