BibTex RIS Kaynak Göster

Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers' Perspectıves

Yıl 2012, Cilt: 9 Sayı: 18, 201 - 225, 25.11.2013

Öz

Ülkemizde tartışmalı ve tabu konular üzerine yapılmış eğitim araştırmaları sayısı oldukça sınırlıdır. Literatürdeki boşluğu doldurmayı hedefleyen bu çalışmada, sosyal bilgiler öğretmenlerinin tartışmalı ve tabu konuların değişik boyutlarına ilişkin görüşleri incelenmiştir. Araştırma verileri yarı yapılandırılmış görüşme protokolü ile toplanmış, elde edilen veriler sürekli karşılaştırma ve endüktif betimsel analiz yöntemleri ile çözümlenmiştir. Verilerin analizi sonucu katılımcıların tamamının tabulara karşı oldukları ve tabuları demokratik ilkelerle, özellikle düşünce özgürlüğüyle uyumlu görmedikleri belirlenmiştir. Tabu olarak görülen konuların çoğunun siyasi tarih kapsamına girdiği görülmüştür. Katılımcılar, tabu olarak düşündükleri konulara daha çok Türkiye Cumhuriyeti'nin ilk yılları ile Osmanlı İmparatorluğu'nun son dönemlerinden örnekler vermiştir. En sık rastlanan tabuların Türkiye Cumhuriyeti'nin kurucusu Mustafa Kemal Atatürk ve O'nun yaptığı reformlarla ilgili olduğu tespit edilmiştir. Katılımcılar, öğrencilerin tartışmalı ve tabu konuları öğrenmeye istekli olduklarını ama tartışma yapmak için gerekli sosyal ve iletişim becerilerine yeterince sahip olmadıklarını, bu nedenle sınıfta bu tür konular üzerine tartışma yapmaktan kaçındıklarını belirtmişlerdir. Cinsiyetin katılımcıların bakış açıları üzerinde etkili olduğu gözlenmiştir.

Anahtar Kelimeler: Tartışmalı ve Tabu Konular, Sosyal Bilgiler, Öğretmen Görüşleri, Demokrasi Eğitimi.

Abstract

There is a lack of educational research on controversial issues and taboo topics in Turkey. To address this gap in the literature, this study examined social studies teachers' perspectives on controversial issues and taboo topics by employing qualitative research methods. Analysis of research data indicated that all participants were against taboos, viewing them as incompatible with the principles of democracy especially with freedom of thought. Many of the topics that were considered to be controversial and taboo by the participants have to do with political history. Most participants gave examples from the late periods of the Ottomans and the early history of the Turkish Republic to explain what topics they thought as taboo. The most commonly found taboo topics had to do with Mustafa Kemal Atatürk and his reform movements. The majority of participants were found to avoid holding discussions on controversial issues or taboo topics with their students for different reasons. They thought that even though students were eager to deal with this kind of issues, they lacked some communication and social skills to get involved in discussion on those topics. Gender of the participants was found to affect their views on the research topic.

Key Words: Controversial Issues, Taboo Topics, Social Studies, Teachers' Perspectives, Education for Democracy.

Kaynakça

  • Asimeng-Boahene, L. (2007). “Creating Strategies to Deal with Problems of Teaching Controversial Issues in Social Studies Education in African Schools”. Intercultural Education, 18(3), 231-242.
  • Bailey, C. (1975). “Neutrality and Rationality in Teaching”. D. Bridges & P. Scrimshaw (Eds), Values and Authority in Schools. London: Hodder & Stoughton.
  • Brown, R. (1984). Forbidden Fruits: Taboos and Tabooism in Culture. Bowling Green: Popular Press.
  • Byford, J., Lennon, S., & Russel, W. B. (2009). “Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers”. The Clearing House, 82(3), 165-170.
  • Cross, R. & Price, R. (1996). “Science Teacher's Social Conscience and the Role of Teaching Controversial Issues in the Teaching of Science”. Joumal of Research in Science Teaching, 33(3), 319-333.
  • Curtis, C. K., & Shaver, J. P. (1980). “Slow Learners and the Study of Contemporary Problems”. Social Education, 44, 302-309.
  • Dearden, R. F. (1981) “Controversial Issues in the Curriculum”. Journal of Curriculum Studies, 13(1), 37-44.
  • Dewhurst, D. (1992). “The Teaching of Controversial Issues”. Journal of Philosophy of Education, 26(2), 153-163.
  • Engle, S. H., & Ochoa, A. S. (1988). “Education for Democratic Citizenship: Decision-Making for the Social Studies”. New York, NY: Teachers' Col¬lege Press.
  • Engle, S. (2003). “Decision-Making: the Heart of Social Studies Instruction”. The Social Studies, 94 (1), 7-10.
  • Evans, R. W., Avery, P. G., & Pederson, P. V. (2000). “Taboo Topics: Cultural Restraint on Teaching Social Issues”. The Clearing House, 73(5), 295-302.
  • Farberow, N. (1963). Taboo Topics. New York: Atherton Press.
  • Geddis, A. (1991). “Improving the Quality of Science Classroom Discourse on Controversial Issues”. Science Education, 75(2), 169-183.
  • Gerzon, M. (1997). “eaching Democracy by Doing It!”, Educational Leadership, 54(5), 6-11.
  • Goldenson, D. R. (1978). “An Alternative View about the Role of the Secondary School in Political Socialization: A Field Experimental Study of the Development of Civil Liberties Attitudes”. Theory and Research in Social Education, 6(1), 44-72.
  • Hahn, C. L. (1991). “Controversial Issues in Social Studies”. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and learning (s.470-480). New York: Macmillan.
  • Hahn, C.L. & Tocci, C. (1990). “Classroom Cli¬mate and Controversial Issues Discussions: A Five Nation Study”. Theory and Research in Social Education, 18(4), 344-62.
  • Hahn, C. (1996). “Research on Teaching Social Issues”. in R.W. Evans and D.W. Saxe (Eds.), Handbook on Teaching Social Issues (s. 25-41). Washing¬ton, DC: National Council for the Social Studies.
  • Harwood, A. M. & Hahn, C. L. (1990). Controversial Issues in the Classroom. (ERIC Digest). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education. (ERIC Document Reproduction Service No. ED327453).
  • Hedley, M., & Markowitz, L. (2001). “Avoiding Moral Dichotomies: Teaching Controversial Topics to Resistant Students”. Teaching Sociology, 29(2), 195-208
  • Johnson, D. W., & Johnson, R. T. (1979). “Conflict in the Classroom: Controversy and Learning”. Review of Educational Research, 49(1), 51-70.
  • Kahne, J., Rodriguez, M., Smith, B. A., & Thiede, K. (2000). “Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms”. Theory and Research in Social Education, 28 (3), 318-330.
  • Levinson, R. (2006). “Teachers' Perceptions of the Role of Evidence in Teaching Controversial Socio-Scientific Issues”. The Curriculum Journal, 17(3), 247-262.
  • Long, S., & Long, R. (1975). “Controversy in the Classroom: Student Viewpoint and Educational Outcome”. Teaching Political Science, 2(3), 275-299.
  • Massialas, B. G., Sprague, N. F., & Sweeney, J. A. (1970). Structure and Process of Inquiry into Social Issues in Secondary Schools. Vol. 1, Inquiry into Social Issues. Ann Arbor: University of Michigan.
  • MEB, (2005). Sosyal Bilgiler 6.-7. Sınıf Programı. T.C. Millî Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. Ankara: Devlet Kitapları Müdürlüğü.
  • Merryfield, M. M. (1993). “esponding to the Gulf War: A Case Study of Instructional Decision Mak¬ing”. Social Education, 57(1), 33-41.
  • McCully, A. (2006). “Practitioner Perceptions of Their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience”. Educational Review, 58(1), 51-65.
  • McGinnis, J. R. (1992). “The Taboo and 'Noa' of Teaching Science-Technology-Society STS: A Constructivist Approach to Understanding the Rules of Conduct Teachers Live”. Paper presented at the annual meeting of the Southeastern Association for the Education of Teachers of Science, Wakulla Springs, Florida.
  • National Council for the Social Studies (NCSS) (2007). Academic Freedom and the Social Studies Teacher.
  • Erişim http://www.socialstudies.org/positions/academicfreedom (01.04. 2009).
  • Patrick, J. (1967). Political Socialization of American Youth: Implications for Secondary School Social Studies. Washington, D.C.: National Council for the Social Studies.
  • Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousands Oaks: Sage Publications.
  • Soley, M. (1996). “If It's Controversial, Why Teach It?” Social Education, 60(1), 9-14.
  • Stradling, R. (1984). “Controversial Issues in the Classroom”. In S. Hill and C. Reid (Eds), Teaching Controversial Issues. London: Edward Arnold.
  • Oulton, C., Day, V., Dillon, J., ve Grace, M. (2004). “Controversial Issues: Teachers' Attitudes and Practices in the Context of Citizenship Education”. Oxford Review of Education, 30(4), 489-507.
  • Qualifications and Curriculum Authority (QCA). (1998). Education for Citizenship and the Teaching of Democracy in Schools. London: QCA.
  • Yilmaz, K. (2010). “Postmodernism and its Challenge to the Discipline of History: Implications for History Education”. Educational Philosophy and Theory, 42(7), 779-795.
  • Wilson, E. K., Haas, M. E., Laughlin, M. A., & Sunal, C. S. (2002). “Teachers' Perspectives on Incorporating Current Controversial Issues into the Social Studies Curriculum”. The International Social Studies Forum, 2( 1), 31-45.
Yıl 2012, Cilt: 9 Sayı: 18, 201 - 225, 25.11.2013

Öz

Kaynakça

  • Asimeng-Boahene, L. (2007). “Creating Strategies to Deal with Problems of Teaching Controversial Issues in Social Studies Education in African Schools”. Intercultural Education, 18(3), 231-242.
  • Bailey, C. (1975). “Neutrality and Rationality in Teaching”. D. Bridges & P. Scrimshaw (Eds), Values and Authority in Schools. London: Hodder & Stoughton.
  • Brown, R. (1984). Forbidden Fruits: Taboos and Tabooism in Culture. Bowling Green: Popular Press.
  • Byford, J., Lennon, S., & Russel, W. B. (2009). “Teaching Controversial Issues in the Social Studies: A Research Study of High School Teachers”. The Clearing House, 82(3), 165-170.
  • Cross, R. & Price, R. (1996). “Science Teacher's Social Conscience and the Role of Teaching Controversial Issues in the Teaching of Science”. Joumal of Research in Science Teaching, 33(3), 319-333.
  • Curtis, C. K., & Shaver, J. P. (1980). “Slow Learners and the Study of Contemporary Problems”. Social Education, 44, 302-309.
  • Dearden, R. F. (1981) “Controversial Issues in the Curriculum”. Journal of Curriculum Studies, 13(1), 37-44.
  • Dewhurst, D. (1992). “The Teaching of Controversial Issues”. Journal of Philosophy of Education, 26(2), 153-163.
  • Engle, S. H., & Ochoa, A. S. (1988). “Education for Democratic Citizenship: Decision-Making for the Social Studies”. New York, NY: Teachers' Col¬lege Press.
  • Engle, S. (2003). “Decision-Making: the Heart of Social Studies Instruction”. The Social Studies, 94 (1), 7-10.
  • Evans, R. W., Avery, P. G., & Pederson, P. V. (2000). “Taboo Topics: Cultural Restraint on Teaching Social Issues”. The Clearing House, 73(5), 295-302.
  • Farberow, N. (1963). Taboo Topics. New York: Atherton Press.
  • Geddis, A. (1991). “Improving the Quality of Science Classroom Discourse on Controversial Issues”. Science Education, 75(2), 169-183.
  • Gerzon, M. (1997). “eaching Democracy by Doing It!”, Educational Leadership, 54(5), 6-11.
  • Goldenson, D. R. (1978). “An Alternative View about the Role of the Secondary School in Political Socialization: A Field Experimental Study of the Development of Civil Liberties Attitudes”. Theory and Research in Social Education, 6(1), 44-72.
  • Hahn, C. L. (1991). “Controversial Issues in Social Studies”. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and learning (s.470-480). New York: Macmillan.
  • Hahn, C.L. & Tocci, C. (1990). “Classroom Cli¬mate and Controversial Issues Discussions: A Five Nation Study”. Theory and Research in Social Education, 18(4), 344-62.
  • Hahn, C. (1996). “Research on Teaching Social Issues”. in R.W. Evans and D.W. Saxe (Eds.), Handbook on Teaching Social Issues (s. 25-41). Washing¬ton, DC: National Council for the Social Studies.
  • Harwood, A. M. & Hahn, C. L. (1990). Controversial Issues in the Classroom. (ERIC Digest). Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education. (ERIC Document Reproduction Service No. ED327453).
  • Hedley, M., & Markowitz, L. (2001). “Avoiding Moral Dichotomies: Teaching Controversial Topics to Resistant Students”. Teaching Sociology, 29(2), 195-208
  • Johnson, D. W., & Johnson, R. T. (1979). “Conflict in the Classroom: Controversy and Learning”. Review of Educational Research, 49(1), 51-70.
  • Kahne, J., Rodriguez, M., Smith, B. A., & Thiede, K. (2000). “Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms”. Theory and Research in Social Education, 28 (3), 318-330.
  • Levinson, R. (2006). “Teachers' Perceptions of the Role of Evidence in Teaching Controversial Socio-Scientific Issues”. The Curriculum Journal, 17(3), 247-262.
  • Long, S., & Long, R. (1975). “Controversy in the Classroom: Student Viewpoint and Educational Outcome”. Teaching Political Science, 2(3), 275-299.
  • Massialas, B. G., Sprague, N. F., & Sweeney, J. A. (1970). Structure and Process of Inquiry into Social Issues in Secondary Schools. Vol. 1, Inquiry into Social Issues. Ann Arbor: University of Michigan.
  • MEB, (2005). Sosyal Bilgiler 6.-7. Sınıf Programı. T.C. Millî Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. Ankara: Devlet Kitapları Müdürlüğü.
  • Merryfield, M. M. (1993). “esponding to the Gulf War: A Case Study of Instructional Decision Mak¬ing”. Social Education, 57(1), 33-41.
  • McCully, A. (2006). “Practitioner Perceptions of Their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience”. Educational Review, 58(1), 51-65.
  • McGinnis, J. R. (1992). “The Taboo and 'Noa' of Teaching Science-Technology-Society STS: A Constructivist Approach to Understanding the Rules of Conduct Teachers Live”. Paper presented at the annual meeting of the Southeastern Association for the Education of Teachers of Science, Wakulla Springs, Florida.
  • National Council for the Social Studies (NCSS) (2007). Academic Freedom and the Social Studies Teacher.
  • Erişim http://www.socialstudies.org/positions/academicfreedom (01.04. 2009).
  • Patrick, J. (1967). Political Socialization of American Youth: Implications for Secondary School Social Studies. Washington, D.C.: National Council for the Social Studies.
  • Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). Thousands Oaks: Sage Publications.
  • Soley, M. (1996). “If It's Controversial, Why Teach It?” Social Education, 60(1), 9-14.
  • Stradling, R. (1984). “Controversial Issues in the Classroom”. In S. Hill and C. Reid (Eds), Teaching Controversial Issues. London: Edward Arnold.
  • Oulton, C., Day, V., Dillon, J., ve Grace, M. (2004). “Controversial Issues: Teachers' Attitudes and Practices in the Context of Citizenship Education”. Oxford Review of Education, 30(4), 489-507.
  • Qualifications and Curriculum Authority (QCA). (1998). Education for Citizenship and the Teaching of Democracy in Schools. London: QCA.
  • Yilmaz, K. (2010). “Postmodernism and its Challenge to the Discipline of History: Implications for History Education”. Educational Philosophy and Theory, 42(7), 779-795.
  • Wilson, E. K., Haas, M. E., Laughlin, M. A., & Sunal, C. S. (2002). “Teachers' Perspectives on Incorporating Current Controversial Issues into the Social Studies Curriculum”. The International Social Studies Forum, 2( 1), 31-45.
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Kaya Yılmaz

Yayımlanma Tarihi 25 Kasım 2013
Yayımlandığı Sayı Yıl 2012 Cilt: 9 Sayı: 18

Kaynak Göster

APA Yılmaz, K. (2013). Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 201-225.
AMA Yılmaz K. Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Aralık 2013;9(18):201-225.
Chicago Yılmaz, Kaya. “Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9, sy. 18 (Aralık 2013): 201-25.
EndNote Yılmaz K (01 Aralık 2013) Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9 18 201–225.
IEEE K. Yılmaz, “Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 9, sy. 18, ss. 201–225, 2013.
ISNAD Yılmaz, Kaya. “Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9/18 (Aralık 2013), 201-225.
JAMA Yılmaz K. Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9:201–225.
MLA Yılmaz, Kaya. “Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 9, sy. 18, 2013, ss. 201-25.
Vancouver Yılmaz K. Tartışmalı Ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri/ Investıgatıon Into Controversıal Issues And Taboo Topıcs: Socıal Studıes Teachers’ Perspectıves. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2013;9(18):201-25.

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