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Çalışmanın amacı ilkokul dördüncü sınıf öğrencilerinin sosyal bilgiler dersine ilişkin tutumunu incelemektir. İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumu sınıf mevcudu, ders başarı notu, öğretmen-öğrenci cinsiyeti, anne-baba eğitim düzeyi, kardeş sayısı, kendine ait çalışma odası olma, ders çalışma ortamı, ilk dönem genel başarı durumu, sosyal bilgiler dersi ödev süresi, sosyal bilgiler dersinde bitişik eğik yazı kullanma durumu, dersteki aktiflik durumu değişkenlerine göre farklılaşıp farklılaşmadığı tespit edilmiştir. Araştırmada tarama modeli kullanılmıştır. Araştırma 2017 yılı Şubat-Haziran ayları içinde Küçükçekmece, Gaziosmanpaşa, Esenler, Sultangazi, Bayrampaşa, Kartal ilkokullarında okuyan 1179 tane dördüncü sınıf öğrencileri ile yapılmıştır. Araştırmada Kadıoğlu (2007) tarafından geliştirilen “Sosyal Bilgiler Dersi Tutum Ölçeği” kullanılmıştır. Veriler SPSS 23 ile analiz edilmiştir. Araştırmada elde edilen sonuçlar şu şekildedir: İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumları olumludur. İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumları öğretmen cinsiyeti değişkenine göre kadın öğretmenler lehine anlamlı farklılık bulunmuştur. İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumları öğrenci cinsiyeti değişkenine göre kız öğrenciler lehine anlamlı farklılık bulunmuştur. İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumları ders başarı notu, kendine ait odası olma, ders çalışma ortamı, birinci dönem genel başarı durumu, ödev süresi, sosyal bilgiler dersinde bitişik eğik yazı kullanma durumu, derste aktif olma durumu değişkenlerine göre anlamlı farklılık bulunmuştur. İlkokul öğrencilerinin sosyal bilgiler dersine ilişkin tutumları sınıf mevcudu, anne eğitim düzeyi, baba eğitim düzeyi ve kardeş sayısı değişkenlerine göre anlamlı bir farklılık göstermemektedir.
The aim of the study is to examine the attitude of primary school fourth-class students towards the social information course. The attitude of primary school students to the social information course is class presence, class success score, teacher-student gender, parent education level, brother number, being their own working room, class work environment, first semester general success status, social information course task duration, social information course linked text use status, class activity status is not differentiated according to the variables. The research has used a screening model. The study was carried out in February-June 2017 with 1179 fourth-class students studying in the smallçekmece, Gaziosmanpaşa, Esenler, Sultangazi, Bayrampaşa, Kartal primary schools. The research was developed by the "Social Information Course Attitude Scale" developed by Women (2007). The data was analyzed by SPSS 23. The results obtained in the study are as follows: The attitudes of primary school students towards the social information course are positive. The attitudes of primary school students to the social information course varied significantly according to the gender of teachers. The attitudes of primary school students to the social information course have found significant differences in favor of girls students according to the student's gender variable. The attitudes of primary school students to the social information course have been significantly differentiated according to the variables of the class success score, being their own room, the class work environment, the general success status of the first semester, the duration of the task, the status of the social information course, the status of being active in the class. The attitudes of primary school students to the social information course do not show a significant difference according to the class presence, mother education level, father education level, and the number of brothers.
The aim of the study is to examine primary school fourth grade students' attitudes towards social studies course. Primary school students 'attitude towards social studies lesson class size, course success grade, teacher-student gender, parents' education level, number of siblings, own study room, study environment, general success of the first term, social studies course homework time, It was determined whether the use of cursive handwriting in the social studies course differs according to the variables of the activity status in the course. Scanning model was used in the research. The research was conducted with 1179 fourth grade students studying at primary schools in Küçükçekmece, Gaziosmanpaşa, Esenler, Sultangazi, Bayrampaşa, and Kartal in February-June 2017. In the research, "Social Studies Course Attitude Scale" developed by Kadıoğlu (2007) was used. Data were analyzed with SPSS 23. The results obtained in the study are as follows: Primary school students' attitudes towards social studies course are positive. Primary school students' attitudes towards social studies lesson were found to be significantly different in favor of female teachers according to the teacher gender variable. Primary school students' attitudes towards social studies lesson were found to be significantly different in favor of female students according to the student gender variable. Primary school students' attitudes towards social studies lesson were found to differ significantly according to the variables of course success grade, having their own room, studying environment, general success in the first term, homework duration, using cursive handwriting in social studies lesson, and being active in the lesson. Primary school students' attitudes towards social studies course do not show a significant difference according to the variables of class size, education level of mother, education level of father and number of siblings.
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