Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: BURCU SEL
Supervisor: Mehmet Akif Sözer
Open Archive Collection: AVESIS Open Access Collection
Abstract:
The purpose of this study is to develop the students’ skills of change and continuity through activities based on the pedagogies of the object in fourth-grade social studies. In alignment with the scope, an action research design was used in which the researcher is also the executor. In the first phase of the study, a needs analysis was used to evaluate the curriculum of social studies, a literature search was completed and an interview was conducted with the class teacher. The planning phase followed the first phase of the study and involved preparation of activities based on the pedagogies of the object (preparing object time capsule, doing a project on the history of the object, and creating a thematic timeline based on the object) took place. The planned activities were implemented in three action cycles. A criterion sampling was used for recruitment which resulted in 17 fourth-grade students agreeing to participate in the study. Data collection methods included achievement test, open-ended questions, semi-structured interview forms, student journals, and student work. A factor analysis based on tetrachoric correlation matrix was used for the structural validity of the test while a specifications table and Lawshe method were used for content validity and KR-20 was used for reliability. For the open-ended survey questions and rubrics, table of specifications and the Lawshe method were used for content validity, while an interrater Kappa coefficient was used for reliability. An expert evaluation for internal validity and a detailed description for external validity was used while triangulation method was used for reliability. In analyzing the data about the first sub-question, a Wilcoxon signed ranks test was completed. A grading key was used in analyzing the data for the second sub-question while a content analysis was completed to analyze the data related to the sub-question three,
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and rubrics were used to analyze the data related to the fourth sub-question. The results of the study showed that there is a significant difference between the pre-test and post-test scores of students in object-based activities. Within the scope of change and continuity, it was seen that students can identify similarities and differences, make estimations on the perception of future time, discover the effects of sociocultural context along with change and continuity, provide chronological visual evidences, and put them in order. However, it was found that students can’t develop multiple causality relationships related to change, that they interpret causes in relation to change and continuity from a limited perspective, that they do not consider different disciplines (social, economic, cultural, etc.) when expressing the powerful effects of technology in change processes, and that they experience difficulties inchronological skills (measuring, identification of time intervals and space, etc.). The majority of the students provided positive responses about the activities based on the pedagogies of the objects and these responses included statements like; “happy, pretty, fun, interesting, enjoyable, etc.” while a small group of students shared negative opinions resulting from the processes of accessing a historical object and bringing it to class. Based on the results of this study, recommendations are provided for researchers, teachers, and policymakers. In this context, the skills of change and continuity should not be limited to technology issues and chronological skills in the curriculum. Acqusitions related to the skills of change and continuity can be spread more intensively to different courses such as science, language and mathematics. Acqusitions that directly emphasize continuity in the curriculum can be increased. The skills of change and continuity can be investigated by associating them with variables such as age, language, mathematical skills, socio-economic level, etc.
Key Words : Action research, Historical time, change and continuity, Pedagogies of the object, Social studies.