Abstract:

In this study, it is aimed to put forward an original synthesis regarding the effective teaching of controversial issues, distilled from qualitative research and that will overcome Turkey's problems related to the topic. Qualitative studies from various databases were searched according to specific inclusion criteria; after examining the qualification of these, eight studies were included in the analysis. Primary themes were reached with the findings of the selected studies, and secondary themes emerged through a systematic comparison of these. A synthesis was explored by examining and discussing the relations between themes and categories. The findings revealed that social studies teachers often preferred exclusive partiality and committed impartiality in teaching controversial subjects, and these positions were formed according to their personal characteristics and ideologies. In the teaching of controversial subjects, technical diversity is not provided except for lecture and question-answer, and there are obstacles such as refraining from legal sanctions, inadequacy in discussion and communication skills, and having a condensed curriculum content. As a final synthesis, it has been proposed to revise curricula and curricular resources, make legislative changes that expand academic freedom and cooperation between institutions, and support teachers' discussion and communication skills as well as pedagogical content knowledge for teaching controversial issues.

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