Abstract:

This study, which aims at analyzing the use of social studies laboratories in social studies education according to the views of teachers, was carried out as a case study model which is one of the qualitative research designs. The sample group of the study consists of 30 social studies teachers, 13 of whom are female and 17 of whom are male, who worked in state schools located in Şanlıurfa’s central districts in the 2021-2022 academic year. Easily accessible case sampling, one of the purposeful sampling methods, was preferred in the study.The data of the study were obtained through the semi-structured interview questions and all of the data were analyzed by being subjected to content analysis. In the light of the obtained data, while the social studies teachers defined social studies laboratories as productive study environments where permanent and concrete learning can take place, they also expressed the importance of laboratories’ sitting arrangement, design and suitability for technology and learning outcomes. Teachers, who see laboratories as different from normal classroom settings in terms of providing material diversity and usage, expressed that the physical structures of schools are not suitable for creating social studies laboratories. While the teachers stated that they can create social studies laboratories with all kinds of materials needed for the lessons, where the sitting arrangement and the needs of the students are greatly given importance to if given the chance, the idea that having such laboratories in schools will increase motivation and success since they will allow both teachers and students to have their lessons in an environment that specifically belongs to them.

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