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Sosyal Bilgiler Dersi Öğretim Programı ve Ders Kitaplarının Günümüz Dünya Sorunları Bağlamında İncelenmesi: Öğretmenler Ne Düşünüyor?

Yıl 2025, Cilt: 22 Sayı: 1, 121 - 143, 28.04.2025

Elif Alkar , Ayşe Çançin

Öz

Bu çalışmada, sosyal bilgiler öğretmenlerinin günümüz dünya sorunları ve öğretim uygulamalarına ilişkin görüşlerinin incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu, Ağrı’nın Doğubayazıt ilçesindeki resmi ortaokullarda görev yapan sosyal bilgiler öğretmenleri (10 kadın - 8 erkek) oluşturmaktadır. Nitel araştırma desenlerinden fenomenoloji ile yürütülen çalışmanın verileri, beş açık uçlu sorudan oluşan yapılandırılmış görüşme formu ile elde edilmiştir. Google Online Form ve yüz yüze yapılan görüşmeler ile toplanan verilerin çözümlenmesinde ise içerik analizi tekniği kullanılmıştır. Elde edilen sonuçlarda; sosyal bilgiler öğretmenleri günümüz dünya sorunlarını çoğunlukla, küresel ısınma, savaşlar, nüfus artışı, orman tahribi gibi çevresel ve toplumsal konular ile ilişkilendirmişlerdir. Günümüz dünya sorunlarının öğretimine yönelik ise öğretim programı ve ders içi uygulamalar için ortak bir görüşe ulaşılamamıştır. Öğretmenlerin bir kısmı öğretim programı ve ders içi uygulamaların günümüz dünya sorunlarını yeterince kapsadığını düşünürken; bu düşünceye karşı çıkan öğretmenler teorik çerçevede kalan öğretim programı, ders kitabı ve süresinin yetersizliği üzerinde görüşler sunmuşlardır.

Anahtar Kelimeler

Günümüz dünya sorunları sosyal bilgiler öğretimi sosyal bilgiler ders kitapları sosyal bilgiler öğretmenleri

Kaynakça

  • Akçay, M. M., & Palaz, T. (2024). Evaluation of secondary school social studies textbooks in the context of innovative thinking skills. The Journal of International Language, Literature, Culture, History, Art and Education Research, 15, 895-918. https://doi.org/10.51531/korkutataturkiyat.1458545
  • Akengin, H., & Dölek, İ. (2018). Today’s world problems. Pegem Akademi Publishing.
  • Akın, G. (2017). Human environment interaction. Bilgin Publications.
  • An, S. (2014). Preparing elementary teachers as global citizenship educators. Journal of Education, 194(3), 25-38. https://doi.org/10.1177/002205741419400304
  • Avcı, G., & Gümüş, N. (2017). Current debates in education. O. N. Akfırat, D. F. Staub & G. Yavaş (Eds.). Examining candidate social studies teachers’ attitudes towards contemporary world issues (485-506). IJOPEC Publication Limited.
  • Babacan, A. (2024). Investigation of environmental education themed activities in social studies textbooks in the context of environmental literacy skills and teachers' views on the activities problems [Master dissertation]. Aksaray University.
  • Bayram, F. Ö., & Çengelci Köse, T. (2023). Examining social studies textbooks in terms of sustainability awareness. Anadolu University Journal of Education Faculty, 7(3), 500-531. https://doi.org/10.34056/aujef.1201038
  • Birdsall, S. (2014). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814-835. https://doi.org/10.1080/13504622.2013.833594
  • Bulut, B., & Çakmak, Z. (2019). Global literacy skills from the social studies perspective. Mehmet Akif Ersoy University Journal of Education Faculty, (51), 160-180.
  • Burnouf, L. (2004). Global awareness and perspectives in global education. Canadian Social Studies, 38(3), n3.
  • Bursa, S., & Ersoy, A. (2020). Social studies pre-service teachers elective course preferences in 2018 teacher training program. Journal of Dicle University Ziya Gökalp Faculty of Education, 1(37), 59-72. http://dx.doi.org/10.14582/DUZGEF.2020.140
  • Creswell, J. W. (2013). Qualitative research methods. M. Bütün & S. B Demir, Trans. (Eds.). Siyasal Bookstore. Chapman, J. D., & Aspin, D. N. (2013). A problem-solving approach to addressing current global challenges in education. British Journal of Educational Studies, 61(1), 49-62. https://doi.org/10.1080/00071005.2012.756166
  • Cotton, D. R. (2019). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Curriculum and Environmental Education, 38(1), 67-83. https://doi.org/10.1080/00220270500038644
  • Demir, A. Y., & Özyurt, M. (2021). Investigation of social studies curriculum and coursebooks in the context of 21st century skills. Inonu University Journal of the Faculty of Education, 22(2), 1254-1290. https://doi.org/10.17679/inuefd.867905
  • Demir, V. (2023). Constructing global classrooms: Influences on social studies teachers' curricular integration of global topics [Doctoral dissertation]. Purdue University Graduate School.
  • Dönmez, T., & Yel, S. (2022). Teacher and student opinions on the use of current event in social studies course. International Journal of Turkish Educational Studies, 10(19), 501-514. https://doi.org/10.46778/goputeb.1104585
  • Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: The implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
  • Gibson, K. L., Rimmington, G. M., & Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. Roeper Review, 30(1), 11-23. https://doi.org/10.1080/02783190701836270
  • Gong, Q., Duan, Y., & Guo, F. (2021). Disaster risk reduction education in school geography curriculum: Review and outlook from a perspective of China. Sustainability, 13(7), 3963. https://doi.org/10.3390/su13073963
  • Gülersoy, A. E., & Aydemir, N. (2024). Analysis of 4th grade science textbooks in terms of sustainable environmental education. Ankara University Journal of Environmental Sciences, 11(2), 23-42. https://doi.org/10.62163/aucevrebilim.1563186
  • Heilman, E. E. (2001). Teachers' perspectives on real world challenges for social studies education, theory & research in social education. Theory & Research in Social Education 29(4), 696-733. https://doi.org/10.1080/00933104.2001.10505962
  • Hicks, D., & Bord, A. (2001). Learning about global issues: Why most educators only make things worse? Environmental Education Research, 7(4), 413-425. https://doi.org/10.1080/13504620120081287 Işık Mercan, S. I., & Sarı, İ. (2020). Views on today’s world issues and today’s world issues course of the prospective teachers of the social studies programme. Journal of History School, 12(XL), 171-197. https://doi.org/10.47793/hp.763272
  • Kan, Ç. (2009). Attitudes of pre-service social studies teachers towards global problems and suggestions about their curriculum [Doctoral dissertation]. Gazi University.
  • Kardaş İşler, N. (2023). Investigation of primary school social studies curriculum in the scope of sustainable development goals and revised Bloom Taxonomy. Afyon Kocatepe University Journal of Social Sciences, 25(2), 472-486. https://doi.org/10.32709/akusosbil.1129679
  • Kılıçoğlu, G., Karakuş, U., & Öztürk, T. (2012). Validity and reliability study of an attitude scale intended for contemporary world issues. Turkish Studies, 7(4), 2209-2224.
  • Kışlalıoğlu, M., & Berkeş, F. (1993). Ecology and environmental sciences. Remzi Bookstore.
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 21-35. https://doi.org/10.1177/160940690300200303
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry: Establishing Trustworthiness.
  • Merriam, S. B. (2018). Qualitative Resarch. S. Turan Trans. (Ed.). Nobel Publication.
  • Ministry of National Education [MoNE]. (2018). Primary and secondary school social studies course 4th, 5th, 6th and 7th grades curriculum and guide. MEB Publications.
  • Ministry of National Education [MoNE]. (2024). Social studies curriculum. MEB Publications. National Council for the Social Studies [NCSS]. National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment. https://www.socialstudies.org/standards/national-curriculum-standards-social-studies
  • Nkoana, E. M. (2020). Exploring the effects of an environmental education course on the awareness and perceptions of climate change risks among seventh and eighth grade learners in South Africa. International Research in Geographical and Environmental Education, 29(1), 7-22. https://doi.org/10.1080/10382046.2019.1661126
  • OECD. (2024). The Climate Action Monitor 2024. https://www.oecd.org/en/publications/the-climate-action-monitor-2024_787786f6-en.html.
  • Öksüzoğlu, M. K. (2022). The relationship between pre-service social studies teachers’ global citizenship levels and their attitudes towards today's world problems [Master dissertation]. Fırat University
  • Önal, A., & Maden, S. (2024). Examination of global problems in secondary school Turkish textbooks. Afyon Kocatepe University Journal of Social Sciences, 26(3), 903-922. https://doi.org/10.32709/akusosbil.1180632
  • Özey, R. (2006). Today world problems. Aktif Publishing.
  • Özgen, N. (2012). Today world problems. Eğiten Book.
  • Özkara, G. (2024). The effect of animated movies themed global climate change and its impact on different learning products of science teacher candidates’ problems [Master dissertation]. Marmara University.
  • Özmen, F. (2015). The current world problems in the teacher candidates' mind maps [Master dissertation]. Karadeniz Technical University.
  • Öztaşkın, Ö. B. (2014). Examination of the relation between attitudes towards peace and world problems. Turkish Journal of Study, 3(3), 25-39. https://doi.org/10.19128/turje.181085
  • Öztürk, F. & Akıncı, M. (2023). Evaluating stakeholders’ curricular needs: Global literacy in social studies teacher education. Anadolu University Journal of Education Faculty (AUJEF), 7(1), 84-110. https://doi.org/10.34056/aujef.1177583 Palaz, T. (2017). Global problems and teaching in social studies education problems [Doctoral dissertation]. Gazi University.
  • Recepoğlu, S. (2022). The views of social studies teachers on global literacy. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD), 23(1), 1013-1041. https://doi.org/10.29299/kefad.930435 Sağlamgöncü, A., & Deveci, H. (2023). The use of active learning techniques in teaching current events in social studies courses: Action research. Education and Science, 48(2013), 169-203. http://dx.doi.org/10.15390/EB.2023.11723
  • Sarıkoca, E., & Topçu, E. (2024). Social studies and natural disasters. Journal of Primary Education, 21, 57-69
  • Sayhan, H., & Çamurcu, H. (2013). Today world problems. Lisans Publishing.
  • Seçgin, F., Yalvaç, G., & Çetin, T. (2010). Primary school 8th grade students' perceptions of environmental problems through cartoons. International conference on new trends in education and their implications (s. 391-398). International Conference on New Trends in Education and Their Implications, 11-13 November, Antalya-Turkey.
  • Seggie, F. N., & Bayyurt, Y. (2017). Qualitative research: Methods, techniques, analysis and approaches. Anı Publication.
  • Sever, D. (2013). Science teacher candidates’ thoughts about global warming studying in Turkey and United Kingdom. Elementary Education Online, 12(4), 1212-1221. Şeyihoğlu, A., Sever, R., & Özmen, F. (2018). The today world problems in the social studies and geography teacher candidates’ mind maps. Marmara Geographical Review, (37), 1-15.
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Investigation of Social Studies Curriculum and Coursebook in the Context of Today's World Problems: What Do Teachers Think?

Yıl 2025, Cilt: 22 Sayı: 1, 121 - 143, 28.04.2025

Elif Alkar , Ayşe Çançin

Öz

This study aimed to investigate the views of social studies teachers on today's world problems and teaching practices. The study group consisted of social studies teachers (10 female - 8 male teachers) teaching in public schools in the Doğubayazıt district of Ağrı Province. The data of the study, which was conducted with phenomenology, one of the qualitative research designs, were obtained with a structured opinion form consisting of five open-ended questions. Content analysis technique was utilized in order to analyze the data collected through Google Online Form and face-to-face interviews. Based on the results obtained in the study, the social studies teachers mostly associated today’s world problems with environmental and social issues such as global warming, wars, population growth, and deforestation. A common perspective was failed to reach for the curriculum and in-class teaching practices regarding the teaching of today's world problems. While some of the teachers thought that the curriculum and in-class teaching practices sufficiently incorporated today's world problems, the teachers who opposed this notion presented their views on the inadequacy of the curriculum, textbook, and duration, which was restricted within the theoretical framework.

Anahtar Kelimeler

today's world problem teaching of social studies course social studies textbooks social studies teachers

Kaynakça

  • Akçay, M. M., & Palaz, T. (2024). Evaluation of secondary school social studies textbooks in the context of innovative thinking skills. The Journal of International Language, Literature, Culture, History, Art and Education Research, 15, 895-918. https://doi.org/10.51531/korkutataturkiyat.1458545
  • Akengin, H., & Dölek, İ. (2018). Today’s world problems. Pegem Akademi Publishing.
  • Akın, G. (2017). Human environment interaction. Bilgin Publications.
  • An, S. (2014). Preparing elementary teachers as global citizenship educators. Journal of Education, 194(3), 25-38. https://doi.org/10.1177/002205741419400304
  • Avcı, G., & Gümüş, N. (2017). Current debates in education. O. N. Akfırat, D. F. Staub & G. Yavaş (Eds.). Examining candidate social studies teachers’ attitudes towards contemporary world issues (485-506). IJOPEC Publication Limited.
  • Babacan, A. (2024). Investigation of environmental education themed activities in social studies textbooks in the context of environmental literacy skills and teachers' views on the activities problems [Master dissertation]. Aksaray University.
  • Bayram, F. Ö., & Çengelci Köse, T. (2023). Examining social studies textbooks in terms of sustainability awareness. Anadolu University Journal of Education Faculty, 7(3), 500-531. https://doi.org/10.34056/aujef.1201038
  • Birdsall, S. (2014). Measuring student teachers’ understandings and self-awareness of sustainability. Environmental Education Research, 20(6), 814-835. https://doi.org/10.1080/13504622.2013.833594
  • Bulut, B., & Çakmak, Z. (2019). Global literacy skills from the social studies perspective. Mehmet Akif Ersoy University Journal of Education Faculty, (51), 160-180.
  • Burnouf, L. (2004). Global awareness and perspectives in global education. Canadian Social Studies, 38(3), n3.
  • Bursa, S., & Ersoy, A. (2020). Social studies pre-service teachers elective course preferences in 2018 teacher training program. Journal of Dicle University Ziya Gökalp Faculty of Education, 1(37), 59-72. http://dx.doi.org/10.14582/DUZGEF.2020.140
  • Creswell, J. W. (2013). Qualitative research methods. M. Bütün & S. B Demir, Trans. (Eds.). Siyasal Bookstore. Chapman, J. D., & Aspin, D. N. (2013). A problem-solving approach to addressing current global challenges in education. British Journal of Educational Studies, 61(1), 49-62. https://doi.org/10.1080/00071005.2012.756166
  • Cotton, D. R. (2019). Implementing curriculum guidance on environmental education: The importance of teachers’ beliefs. Curriculum and Environmental Education, 38(1), 67-83. https://doi.org/10.1080/00220270500038644
  • Demir, A. Y., & Özyurt, M. (2021). Investigation of social studies curriculum and coursebooks in the context of 21st century skills. Inonu University Journal of the Faculty of Education, 22(2), 1254-1290. https://doi.org/10.17679/inuefd.867905
  • Demir, V. (2023). Constructing global classrooms: Influences on social studies teachers' curricular integration of global topics [Doctoral dissertation]. Purdue University Graduate School.
  • Dönmez, T., & Yel, S. (2022). Teacher and student opinions on the use of current event in social studies course. International Journal of Turkish Educational Studies, 10(19), 501-514. https://doi.org/10.46778/goputeb.1104585
  • Ferguson, T., Roofe, C., & Cook, L. D. (2021). Teachers’ perspectives on sustainable development: The implications for education for sustainable development. Environmental Education Research, 27(9), 1343–1359. https://doi.org/10.1080/13504622.2021.1921113
  • Gibson, K. L., Rimmington, G. M., & Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. Roeper Review, 30(1), 11-23. https://doi.org/10.1080/02783190701836270
  • Gong, Q., Duan, Y., & Guo, F. (2021). Disaster risk reduction education in school geography curriculum: Review and outlook from a perspective of China. Sustainability, 13(7), 3963. https://doi.org/10.3390/su13073963
  • Gülersoy, A. E., & Aydemir, N. (2024). Analysis of 4th grade science textbooks in terms of sustainable environmental education. Ankara University Journal of Environmental Sciences, 11(2), 23-42. https://doi.org/10.62163/aucevrebilim.1563186
  • Heilman, E. E. (2001). Teachers' perspectives on real world challenges for social studies education, theory & research in social education. Theory & Research in Social Education 29(4), 696-733. https://doi.org/10.1080/00933104.2001.10505962
  • Hicks, D., & Bord, A. (2001). Learning about global issues: Why most educators only make things worse? Environmental Education Research, 7(4), 413-425. https://doi.org/10.1080/13504620120081287 Işık Mercan, S. I., & Sarı, İ. (2020). Views on today’s world issues and today’s world issues course of the prospective teachers of the social studies programme. Journal of History School, 12(XL), 171-197. https://doi.org/10.47793/hp.763272
  • Kan, Ç. (2009). Attitudes of pre-service social studies teachers towards global problems and suggestions about their curriculum [Doctoral dissertation]. Gazi University.
  • Kardaş İşler, N. (2023). Investigation of primary school social studies curriculum in the scope of sustainable development goals and revised Bloom Taxonomy. Afyon Kocatepe University Journal of Social Sciences, 25(2), 472-486. https://doi.org/10.32709/akusosbil.1129679
  • Kılıçoğlu, G., Karakuş, U., & Öztürk, T. (2012). Validity and reliability study of an attitude scale intended for contemporary world issues. Turkish Studies, 7(4), 2209-2224.
  • Kışlalıoğlu, M., & Berkeş, F. (1993). Ecology and environmental sciences. Remzi Bookstore.
  • Laverty, S. M. (2003). Hermeneutic phenomenology and phenomenology: A comparison of historical and methodological considerations. International Journal of Qualitative Methods, 2(3), 21-35. https://doi.org/10.1177/160940690300200303
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry: Establishing Trustworthiness.
  • Merriam, S. B. (2018). Qualitative Resarch. S. Turan Trans. (Ed.). Nobel Publication.
  • Ministry of National Education [MoNE]. (2018). Primary and secondary school social studies course 4th, 5th, 6th and 7th grades curriculum and guide. MEB Publications.
  • Ministry of National Education [MoNE]. (2024). Social studies curriculum. MEB Publications. National Council for the Social Studies [NCSS]. National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment. https://www.socialstudies.org/standards/national-curriculum-standards-social-studies
  • Nkoana, E. M. (2020). Exploring the effects of an environmental education course on the awareness and perceptions of climate change risks among seventh and eighth grade learners in South Africa. International Research in Geographical and Environmental Education, 29(1), 7-22. https://doi.org/10.1080/10382046.2019.1661126
  • OECD. (2024). The Climate Action Monitor 2024. https://www.oecd.org/en/publications/the-climate-action-monitor-2024_787786f6-en.html.
  • Öksüzoğlu, M. K. (2022). The relationship between pre-service social studies teachers’ global citizenship levels and their attitudes towards today's world problems [Master dissertation]. Fırat University
  • Önal, A., & Maden, S. (2024). Examination of global problems in secondary school Turkish textbooks. Afyon Kocatepe University Journal of Social Sciences, 26(3), 903-922. https://doi.org/10.32709/akusosbil.1180632
  • Özey, R. (2006). Today world problems. Aktif Publishing.
  • Özgen, N. (2012). Today world problems. Eğiten Book.
  • Özkara, G. (2024). The effect of animated movies themed global climate change and its impact on different learning products of science teacher candidates’ problems [Master dissertation]. Marmara University.
  • Özmen, F. (2015). The current world problems in the teacher candidates' mind maps [Master dissertation]. Karadeniz Technical University.
  • Öztaşkın, Ö. B. (2014). Examination of the relation between attitudes towards peace and world problems. Turkish Journal of Study, 3(3), 25-39. https://doi.org/10.19128/turje.181085
  • Öztürk, F. & Akıncı, M. (2023). Evaluating stakeholders’ curricular needs: Global literacy in social studies teacher education. Anadolu University Journal of Education Faculty (AUJEF), 7(1), 84-110. https://doi.org/10.34056/aujef.1177583 Palaz, T. (2017). Global problems and teaching in social studies education problems [Doctoral dissertation]. Gazi University.
  • Recepoğlu, S. (2022). The views of social studies teachers on global literacy. Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD), 23(1), 1013-1041. https://doi.org/10.29299/kefad.930435 Sağlamgöncü, A., & Deveci, H. (2023). The use of active learning techniques in teaching current events in social studies courses: Action research. Education and Science, 48(2013), 169-203. http://dx.doi.org/10.15390/EB.2023.11723
  • Sarıkoca, E., & Topçu, E. (2024). Social studies and natural disasters. Journal of Primary Education, 21, 57-69
  • Sayhan, H., & Çamurcu, H. (2013). Today world problems. Lisans Publishing.
  • Seçgin, F., Yalvaç, G., & Çetin, T. (2010). Primary school 8th grade students' perceptions of environmental problems through cartoons. International conference on new trends in education and their implications (s. 391-398). International Conference on New Trends in Education and Their Implications, 11-13 November, Antalya-Turkey.
  • Seggie, F. N., & Bayyurt, Y. (2017). Qualitative research: Methods, techniques, analysis and approaches. Anı Publication.
  • Sever, D. (2013). Science teacher candidates’ thoughts about global warming studying in Turkey and United Kingdom. Elementary Education Online, 12(4), 1212-1221. Şeyihoğlu, A., Sever, R., & Özmen, F. (2018). The today world problems in the social studies and geography teacher candidates’ mind maps. Marmara Geographical Review, (37), 1-15.
  • Şimşir, M. (2023). The situation and opinions of social studies teacher candidates about today’s world problems. Karamanoğlu Mehmetbey University Journal of Literature Faculty, 6 (Special Issue on the 100th Anniversary of the Republic), 1-22. https://doi.org/10.47948/efad.1266788
  • Uddin, M. K. (2024). Environmental education for sustainable development in Bangladesh and its challenges. Sustainable Development, 32(1), 1137-1151. https://doi.org/10.1002/sd.2728
  • Uluçınar Sağır, Ş., & Gökrem, N. (2024). Primary school students’ cognitive structures related to natural disasters. Cumhuriyet International Journal of Education, 13(3), 569-581. https://dx.doi.org/10.30703/cije.1331090.
  • UNESCO (2024). https://www.unesco.org/en/key-challenges. Access date: 05/01/2025
  • United Nations (UN). https://www.un.org/en/global-issues. Access date: 10/09/2024.
  • Uyanık, S. (2021). Investigation of the sustainable environmental attitude of scientific and social sciences teacher candidates [Master dissertation]. Aydın Adnan Menderes University.
  • Uyar, S., & Uyar, Ş. (2023). The role of education in the face of the climate crisis. International Social Mentality and Researcher Thinkers Journal, 9(71), 3534-3538. https://10.29228/smryj.69899
  • Uymaz, M. (2021). The investigation of prospective social studies 'teacher's perceptions about the today's world problems. Gazi Journal of Education Sciences (GJES) 7(1), 59-79. 59-79. https://dx.doi.org/110.30855/gjes.2021.07.01.004
  • Varela-Losada, M., Vega-Marcote, P., Lorenzo-Rial, M., & Pérez-Rodríguez, U. (2021). The challenge of global environmental change: Attitudinal trends in teachers-in-training. Sustainability, 13(2), 493. https://doi.org/10.3390/su13020493
  • Veselinovska, S. S., Gokik, M., & Veselinovski, M. (2011). Awakening of the global awareness. Procedia-Social and Behavioral Sciences, 15, 1214-1219. https://doi.org/10.1016/j.sbspro.2011.03.265
  • Wang, S. K., McPherson, S., Hsu, H. Y., & Tsuei, M. (2008). Information and communication technologies (ICTs) to develop teachers’ global awareness. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 4(2), 89-104.
  • Weber, R. P. (1990). Basic content analysis. Sage Publications.
  • Wong, K. K. (2003). The environmental awareness of university students in Beijing, China. Journal of Contemporary China, 12(36), 519-536. https://doi.org/10.1080/10670560305472
  • Yalçın. A. (2022). Sustainable development goals in the 21st century: As structural examination of the social studies course curriculum in Turkey. Harran Educational Journal, 7(1), 117-149. http://doi.org/10.22596/ hej.1103130
  • Yalçınkaya, E. (2013). Environmental issues to 8th grades elementary education students: A qualitative study. International Journal of Geography and Geography Education, 27, 416-439.
  • Yazıcı, Ö. (2013). Secondary school students’ attitudes towards contemporary world issues. Turkish Studies-International Periodical for the Languages, Literature and History, 8(6), 807-823.
  • Yıldız, E., Akdağ, S. & Ünlü Y. (2021). Investigation of prospective teachers' attitudes towards contemporary world problems in terms of some variables. Ondokuz Mayis University Journal of Education Faculty, 40(1), 497-517. https://10.7822/omuefd.747484
  • Yiğit, Ö. F. (2022). Social studies teaching in the face of today’s world problems: An examination of social studies textbooks [Master dissertation]. Necmettin Erbakan University.
  • Yücel, A. S., & Morgil, F. İ. (1999). Improving environmental education. Journal of Balıkesir University Graduate School of Natural and Applied Sciences, 1(1), 76-89.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal Bilgiler Eğitimi
Bölüm Makaleler
Yazarlar

Elif Alkar 0000-0002-5048-6470

Ayşe Çançin 0009-0002-2263-5333

Erken Görünüm Tarihi 28 Nisan 2025
Yayımlanma Tarihi 28 Nisan 2025
Gönderilme Tarihi 24 Kasım 2024
Kabul Tarihi 3 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 22 Sayı: 1

Kaynak Göster

APA Alkar, E., & Çançin, A. (2025). Investigation of Social Studies Curriculum and Coursebook in the Context of Today’s World Problems: What Do Teachers Think?. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 121-143. https://doi.org/10.33711/yyuefd.1590585
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