Abstract:

The study aimed to investigate how pre-service social studies teachers will experience the types of knowledge (interpretation, prediction, strategy, concept, inference, and theory) within the scope of social studies teaching as social sciences. To determine whether the types of knowledge can be taught pedagogically with social studies pre-service teachers, an action research process was prepared and implemented based on the design-based teaching approach. During the action research process, it was determined that the pre-service teachers had difficulties in carrying out the process, but it was observed that they showed improvement in each type of knowledge. As a result of the data analysis, it was determined that the social studies pre-service teachers are aware of the misconceptions about the types of knowledge. For example, they stated that they learned the difference between the concepts of inference and interpretation during this process. In addition, it was found that social studies pre-service teachers constantly encountered applications based on memorization in their education and stated that this had become an expectation and habit. In this context, it is recommended that types of knowledge be simplified and taught at lower education levels, experienced, and discussed in future studies.

Keywords: