Status of the Usage of Active Learning and Teaching Method and Techniques by Social Studies Teachers

Özkan Akman

doi:10.13189/ujer.2016.040708

Abstract

The purpose of this study was to determine the active learning and teaching methods and techniques which are employed by the social studies teachers working in state schools of Turkey. This usage status was assessed using different variables. This was a case study, wherein the research was limited to 241 social studies teachers. These teachers were randomly selected from various regions of Turkey during the 2014-2015 fall and spring period. 'Active learning method and techniques scale' was used by the researchers as the data collection tool. The reliability and validity of the scale were tested before applying to the participants of study. Cronbach's Alpha reliability coefficient was calculated as 0.88. Seventy-four articles of the scale consisted of 82 articles. These articles included eight questions related to the occupational and demographic specifications of the participants and five Likert type questions for the active learning method and technical knowledge. The data were analyzed by one-way analysis of variance (ANOVA), independent t-test and post hoc Tukey's test, using the SPSS 18.00 packaged program. Findings shows that project, concept map, finding reason - result, teaching through invention are the most frequently used techniques. Findings in this study point towards differences in the usage status of active learning-teaching methods among the social studies teachers. These differences are not based on the educational background of the teachers or their graduation institute, but on the gender, international experiences, in-service participation for occupation development, occupational seniority, and status and geographic location of the school where the teachers were employed.

Highlights

Students participate in the process and students participate when they are doing something besides passively listening in active learning (1)
Concrete experience is based on feelings that can be achieved through active engagement in assigned tasks; abstract conceptualization relates to interpretative analysis; active experimentation revolves around practical application of teachings; and reflective observation revolves around reflection and feedback [2]
The findings focus on t-test analyses of the usage status of alternative methods and techniques of the teachers, which were conducted according to gender variable, international experiences, and seminar participation based on the occupational experience

Summary

Introduction

Students participate in the process and students participate when they are doing something besides passively listening in active learning (1). The activity conditions of the students can be transformed and made stable by enhancing the permanency and efficiency of the learning-teaching process through active learning methods and techniques [18]. In this context, an effective guidance system is critical for producing an appropriate learning behavior among students. As per Kolb’s learning model, four factors determine the learning style of individuals It includes concrete experience, reflective observation, abstract conceptualization, and active experimentation. Concrete experience is based on feelings that can be achieved through active engagement in assigned tasks; abstract conceptualization relates to interpretative analysis; active experimentation revolves around practical application of teachings; and reflective observation revolves around reflection and feedback [2]. According to Kolb, these learning styles are combined with four components like assimilation, sortation, changing, and implanting [20, 15,19]

Objectives

Methods

Results

Discussion

Conclusion