Özet:

The aim of this study is to determine the current trend in action research conducted in the context of the social information course, which offers a rich scope in terms of action research, and to develop a projection on future possible action research. According to the results of the content analysis of the 66 articles published in the Turkish magazine through the SSCI, ERIC, EBSCO, Google Scholar, Ulakbim TRDizin indices; the use of alternative models/applications and events, the teaching of historical methods and skills, the teaching of multiple literature, the teaching of concepts, the use of technology and the teaching of values have been shown to have a wide range of topics. In terms of the role of the investigator of action, it is seen that the investigator in the implementation process, outside the investigator implementation process and the investigator-leader jointly practitioner, where the investigator's roles are explained, the investigator who takes the most "leader" role as the practitioner. It has been found that the traditional individual researcher's understanding that interferes from the outside instead of the role of the researcher involved in the process as a collaborator, catalyst or reflector continues. It also shows that the most technical, scientific and collaborative approaches are used; the majority of the research shows that the cycle/reflecting processes of action research are not specified and that there are no explanations of validity/credibility processes. When the study group/participants are examined, the student, the teacher candidate, the teacher, the guardian and the faculty members are identified, the most frequently addressed participants are students, and the least frequently addressed participants are faculty members. It also shows that there is no terminological conceptual unity in relation to action research.

Özet:

This research aims to determine the current trend in action research conducted in the context of social studies lessons, which offers a rich scope in terms of action research, and to develop a projection for possible future action research. According to the content analysis results of 66 articles published in Turkey-addressed journals through SSCI, ERIC, EBSCO, Google Scholar, and Ulakbim TR Dizin indexes, it has been seen that there is a wide range of topics including the use of alternative models/applications and activities, teaching historical methods and skills, teaching multiple literacy, concept teaching, technology use, and value teaching. In terms of the role of the action research practitioner, it is seen that the researcher roles are explained within the researcher implementation process, outside the researcher implementation process, and the researcher-teacher co-practitioner. It has been determined that the traditional individual researcher approach, which intervenes from the outside, continues instead of the researcher role in the process as a collaborator, catalyst, or reflector. In addition, in most of the studies, the most technical, scientific, and collaborative approach is used, it is observed that the action research cycle/reflection processes are not specified and there are no explanations regarding the validity/reliability processes. When the study group/participants were examined, it was determined that students, teacher candidates, teachers, parents, and faculty members were included. While the most frequently addressed participants were students, and the least frequently discussed participants were faculty members. In addition, it is seen that there is no methodological unity in terms of terminology related to action research.

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