Abstract
The aim of this study is to ascertain the problems social studies teachers face in the teaching of topics covered in 8th grade TRHRK Course. The study was conducted in line with explanatory sequential mixed method design, which is one of the mixed research method, was used. The study involves three phases. In the first step, exploratory process was followed, in the second step measurement tool was developed and in the third step the measurement tool was applied to the sample chosen from the universe. In this study, data collection process was realized in two steps. In the first step, qualitative data were collected and later on quantitative data were collected using quantitative measurement tool, which was developed based on qualitative data and then validated. The qualitative study group of the research was determined using criterion sampling, which is one of the purposeful sampling methods. The quantitative study group was determined via double (two-phase) cluster sampling method. In line with the responds provided by the participants, qualitative findings were categorized and presented as 3 themes: (i) inadequacy of course time and the problems caused by intensive content, (ii) adoption of Behaviorist Approach as opposed to constructivism, (iii) Problems caused by perception, attitude towards the course and other factors. Following from this, 23-item quantitative measurement tool was developed and administrated on the qualitative sample of the study composed of 1090 social studies teachers working in 28 cities. Quantitative data indicated that qualitative data can be generalized. As a result, even if the education program of TRHRK is designed according to constructivist approach, traditional, teacher-centered history education based on memorization is continued because of the obstacles defined in the current study.
Highlights
As a result of reformist efforts in 2005 in Turkey, the education programs for all elementary education courses were prepared and applied based on constructivist approach [27, 52, 58]
As a result of analysis of the interviews made in the study, there themes were found with regard to the problems Social Studies teachers face in Turkish Republic History of Revolution and Kemalism (TRHRK) course
While 45,0% of the participants stated that they totally agreed with the statement that “In TRHRK course, the problems caused by the inadequacy of physical conditions in the education environment is an important factor that prevents Social studies teachers to reach the attainments of the course”, the percentage of those who stated that they agreed is 28,4%. 73,4% of the participants in the quantitative study supported qualitative finding
Summary
As a result of reformist efforts in 2005 in Turkey, the education programs for all elementary education courses were prepared and applied based on constructivist approach [27, 52, 58]. As history course fulfills the function of transmitting the citizenship identity and acculturation, the changes made in the educational program of this course will directly affect the characteristics of citizens to be raised as generations In this context, changes were made in the Education Program in Turkish Republic History of Revolution and Kemalism (TRHRK) course, the aim of the course was determined as: “to raise Turkish youth who grasp and develop Atatürk’s Revolution, Atatürk’s System of Thought, the spirit and aims of Turkish Revolution; and citizens who know their rights and responsibilities towards their state and nation, and to enable them acquire the understanding of the Independence of Turkish Nation, patriotism, national unification” [8, 77]. With its historical dimensions TRHRK course develop cognitive skills and give learners chances to understand the events in the past and today, learn and assess the reasons and results of the events in recent Turkish history, in other words to understand and assess this period as a whole and develop historical understanding; on the other hand, with its ideological dimension the course can realize the integration of individuals with existing political and public life by enabling them to grasp the fundamentals of political and social structure [37]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
