Universal Journal of Educational Research Vol. 3(9), pp. 578 - 597
DOI: 10.13189/ujer.2015.030902
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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)


Yavuz Karademir , Selcuk Besir Demir *
Division of Social Studies Education, Department of Elementary Education, Faculty of Education, Sivas Cumhuriyet University, Turkey

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.

KEYWORDS
TR History of Revolution and Kemalism, the Constructivist Approach, Ideology and History, Problems

Cite this paper
Yavuz Karademir , Selcuk Besir Demir . "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)." Universal Journal of Educational Research 3.9 (2015) 578 - 597. doi: 10.13189/ujer.2015.030902.