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Treffer: The Obstacles for the Teaching of 8th Grade TR History of Revolution and Kemalism Course According to the Constructivist Approach (An Example of Exploratory Sequential Mixed Method Design)

Title:
The Obstacles for the Teaching of 8th Grade TR History of Revolution and Kemalism Course According to the Constructivist Approach (An Example of Exploratory Sequential Mixed Method Design)
Language:
English
Authors:
Karademir, Yavuz, Demir, Selcuk Besir
Source:
Universal Journal of Educational Research. 2015 3(9):578-597.
Availability:
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Peer Reviewed:
Y
Page Count:
20
Publication Date:
2015
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Descriptors:
Foreign Countries, Grade 8, Middle School Students, History Instruction, Asian History, Conflict, Mixed Methods Research, Constructivism (Learning), Ideology, Educational Change, Semi Structured Interviews, Construct Validity, Factor Analysis, Teacher Attitudes, Course Evaluation, Statistical Inference, Behavioral Objectives, Course Descriptions, Time on Task, Barriers, Teaching Methods, Focus Groups, Content Analysis
Geographic Terms:
Turkey
ISSN:
2332-3205
Number of References:
90
Entry Date:
2015
Accession Number:
EJ1074819
Database:
ERIC

Weitere Informationen

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.

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