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Skills Teaching in the Social Studies Course in the Light of Graduate Theses

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Skills Teaching in the Social Studies Course in the Light of Graduate Theses
Γλώσσα: English
Συγγραφείς: Sever, Isiner (ORCID 0000-0001-5381-6976), Gürdogan Bayir, Ömür (ORCID 0000-0002-7455-7237)
Πηγή: International Journal of Contemporary Educational Research. Dec 2022 9(4):719-737.
Διαθεσιμότητα: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Peer Reviewed: Y
Page Count: 20
Ημερομηνία έκδοσης: 2022
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Studies, Graduate Students, Masters Theses, Doctoral Dissertations, Skill Development, Content Analysis, Thinking Skills, Interpersonal Competence, Teaching Methods
ISSN: 2148-3868
Περίληψη: This study investigates the trends of postgraduate theses on skills teaching in Social Studies education between 2010-2020, identifies the problems encountered by researchers in the process of skills teaching, and presents the solutions provided to these problems. With this purpose, 74 master and doctoral theses on skills teaching in the Social Studies course were included in the research. Descriptive content analysis was used in data analysis. The results demonstrated that there are mainly attempts towards practical implementations in skills teaching, and the teaching processes are important in the Social Studies course. The investigation revealed that many studies were conducted on skills development, but the number of theses on social skills was limited. It was determined that some of these theses had insufficient explanation regarding the teaching-learning processes. However, the experiences of the researchers concerning the processes were not included in many of the theses. It was also observed that in some of the theses, there was no information about the assessment tools utilized, and some researchers were not critical of the results of the analyses. In addition, there was no scientific justification for the time allocated to the implementations in most of these theses. Researchers stated that they encountered problems due to insufficient implementation time in the skills development process. The suggestions made by the researchers at the end of the process include updating the curricula and course books, eliminating the school infrastructure deficiencies, and providing in-service training to teachers.
Abstractor: As Provided
Entry Date: 20230101
Αριθμός Καταχώρησης: EJ1373366
Βάση Δεδομένων: ERIC
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  Data: Skills Teaching in the Social Studies Course in the Light of Graduate Theses
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Contemporary+Educational+Research%22"><i>International Journal of Contemporary Educational Research</i></searchLink>. Dec 2022 9(4):719-737.
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  Data: This study investigates the trends of postgraduate theses on skills teaching in Social Studies education between 2010-2020, identifies the problems encountered by researchers in the process of skills teaching, and presents the solutions provided to these problems. With this purpose, 74 master and doctoral theses on skills teaching in the Social Studies course were included in the research. Descriptive content analysis was used in data analysis. The results demonstrated that there are mainly attempts towards practical implementations in skills teaching, and the teaching processes are important in the Social Studies course. The investigation revealed that many studies were conducted on skills development, but the number of theses on social skills was limited. It was determined that some of these theses had insufficient explanation regarding the teaching-learning processes. However, the experiences of the researchers concerning the processes were not included in many of the theses. It was also observed that in some of the theses, there was no information about the assessment tools utilized, and some researchers were not critical of the results of the analyses. In addition, there was no scientific justification for the time allocated to the implementations in most of these theses. Researchers stated that they encountered problems due to insufficient implementation time in the skills development process. The suggestions made by the researchers at the end of the process include updating the curricula and course books, eliminating the school infrastructure deficiencies, and providing in-service training to teachers.
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