Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2010
Thesis Language: Turkish
Student: ADNAN ALTUN
Abstract:
This research aims at determining the prevalent media literacy topics at social studies courses in some countries, how these topics can be integrated into the social studies curricula in Turkey, and whether there is a meaningful difference between the curriculum package suggested for teaching of the theme of accuracy of media information at 7th grade of primary education and social studies curriculum or the curriculum of elective media literacy course. In this research, the mixed method employing both the qualitative and the quantitative research methods was used. Abiding by this method, first of all, qualitative data were collected and analyzed, then some findings were obtained and finally, during the experimental process which was designed based on these findings, quantitative data were collected and analyzed and new and final findings were attained. Content analysis was applied regarding qualitative dimension of the research, and controlgroup pretest-posttest design was made use of in connection with quantitative dimension. As for qualitative dimension of the research, the curricula of social studies and the curricula of other courses which can be considered as its equivalents implemented in the countries such as USA, Australia, England and Canada were examined and the standards for media literacy were analyzed through content analysis. Consequently, the prevalent media literacy topics taught in the courses of social studies were presented under eight themes. These are The Accuracy of Media Information, Actuality and Global Issues, The Use and Production of Media, The Effects of Media, The Importance, Role and Responsibilities of Media, Media and Technology, Media and Conscious Consumer, and Historical Evidences, Data and Comments in the Media. Studies carried out in this regard indicate that teaching of media literacy, which is considered as an ability, by integrating it into the present teaching curricula starting from pre-school education up to university education within the context of lifelong learning is a proper approach. In the content analysis, for each theme, final standards regarding integrating media literacy education into social studies curricula are suggested taking the intensity of media literacy standards and the level of the class into consideration. The social studies curricula were examined in accordance with the themes stated above in order to integrate media literacy into social studies curricula of 4th, 5th, 6th and 7th grades implemented in Turkey as a sub-discipline. In this examination, emphasis was put on the standards while concept, ability and value dimensions of the curriculum were also taken into consideration. Based on the standards proposed as a result of content analysis, a sub-discipline model was recommended with a view to integrating media literacy into social studies curricula implemented in our country. As for quantitative dimension, 2 x (2) randomized control-group pretest - posttest design was applied for. In accordance with this application, the theme of the accuracy of media information prepared as a curriculum package was implemented in the experimental group 1 (N=30) and the experimental group 2 (N=35). Social studies curriculum and elective media literacy curriculum were implemented respectively in the control group 1 (N=30) and the control group 2 (N=35). Prior to the research, a pretest (Media Literacy Success Test) was carried out aiming at disclosing the success of the media literacy. The curriculum package accuracy of media information prepared by the researcher and containing six standards was implemented in both of the experimental groups for six weeks. During the implementation process, students of the experimental groups were given a post-test after they had taken part in the activities prepared making use of mass media and designed to help them evaluate the accuracy of media information. On the other hand, during the implementation process, activitybased assessment (ABA) forms were also used in order to better evaluate the learning of media literacy abilities such as accessing to information, distinguishing betweenfirst-hand and second-hand information, separating the fact from the opinion, noticing the viewpoint, realizing the prejudgments and the stereotypes regarding each standard in the curriculum package the accuracy of media information. Findings indicate that both of the experimental groups are more successful than the control groups. In other words, media literacy package curriculum apparently affects media literacy success more favourably than social studies curriculum and elective media literacy curriculum. Furthermore, it was seen that there is no difference between social studies curriculum and elective media literacy curriculum in influencing media literacy success regarding the accuracy of media information especially in the fields of accessing to information, distinguishing between first-hand and second-hand information, separating the fact from the opinion, noticing the viewpoint and realizing the stereotypes. This finding may result in the interpretation that media literacy curriculum is not sufficiently influential in teaching the subject of the accuracy of media information. In the light of these findings, both general suggestions and suggestions particular to the social studies education were made with regard to media literacy education and the future researches.