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THE USE OF CHILDREN’S LITERATURE IN SOCIAL STUDIES: A COMPARATIVE STUDY IN THE USA AND TURKEY

Yıl 2011, Sayı: 22, 1 - 24, 10.10.2013

Öz

In this study the importance of giving place to children’s literature in Social Studies in the USA and Turkey has been described upon briefly. It has been observed that social studies instruction fields in the USA have highly affluent studies in regard to making use of children’s literature. The new Social Studies Curriculum put into practice in Turkey in 2005 have been found to be better than the old curriculum. However, according to practices carried out it has also been observed that the use of literature materials had limited contribution during class application and in the instruction books prepared for teacher candidates. It is noticed that the importance given to the subject isn’t still sufficient enough. Particularily, it was determined that the academic studies regarding the issue couldn’t proceed beyond offering general ideas to teachers due to the fact that they approached the issue totally with a benefit-advantage approach. 

Kaynakça

  • Ata, Bahri. (2000) “Historical novels as an instrument for history instruction”. Turk Yurdu Journal. 153-154.
  • (http.1) http://www.socialstudies.org/resources/notable/ 23. 08. 2006 in dated.
  • (http:2) http://www.socialstudies.org/cufa/trse/ 24. 08. 2006 in dated.
  • Mc Gowan, T., Guzzetti, B. “Promoting social studies understanding through literature-based instruction” Social Studies, 1991, 82, 1, 16-22, Turkish translated: Ahmet Doganay, Cukurova University Central of Turkology Research’s web: http://turkoloji.cu.edu.tr/GENEL/doganay _01.pdf. 24. 08. 2006 in dated.
  • Report.1: NCSS BOARD OF DIRECTORS. (1988). Social Studies for Early Childhood and Elementary School Children Preparing for the 21st Century A Report. NCSS from Task Force on Early Childhood/Elementary Social Studies.
  • Saxe, D. W., (1992). Social Studies in Schools: A History of The Early Years, New York: State University of New York Press.
  • Simsek, A. (2000). Using Storytelling Method in Instruction of History Issues of Social Studies Course in Primary Schools, (Unpublished Master Thesis), Ankara: Gazi University Social Science Institute.
  • II. National Education Council’s Report. (1943) Ankara: National Education Press (MEB Yayınevi).
  • THE STUDIES INVESTIGATED IN USA
  • Ahern, J. & Sandmann, A. (1997). “Literature and history-a focus on the era of the great...” Social Studies, 88 (6), 277-283.
  • Ahmed, A. J. & Markovitz, I. L. (1993). African literature and social science in the teaching of world studies, Social Studies, 84 (2), 78-82.
  • Berson, M. J., Ouzts, D. T., & Walsh, L. S., (1999). “Connecting literature with K-8 national geography standards”, Social Studies, 90 (2), 85-93.
  • Bilof, E. G. (1996). The killer angels: A case study of historical fiction in the social studies curriculum., Social Studies, 87 (1), 19-24.
  • Brabham, E. G. (1997). “Holocaust education: Legislation, practices, and literature...” Social Studies, 88 (3), 139-143.
  • Carroll, W. M., & Taylor, G. (1998). “Adolescent literature about the splendid little...” Social Studies, 89 (3), 134-140.
  • Chilcoat, G. W. (1991). The illustrated song slide show as a middle school history activity, Social Studies, 82 (5), 188-191.
  • Cooper, D. (2003). A virtual dig-joining archaeology and fiction to promote critical and historical thinking. Social Studies, 94 (2), 69-74.
  • Danks, C. (1996). Using the literature of Elie Wiesel and selected poetry to teach the holocaust in the secondary... Social Studies, 87 (3), 101-106.
  • Davis III, J. C. & Palmer, J. (1992). A strategy for using children's literature to extend the social studies curriculum. Social Studies, 83 (3), 125-129.
  • Doughty, J. (2003). Integrating Literature to Teach about Women of West Africa, Social Education, 67 (1), 17-22.
  • Dyro, P. (1998). Using fiction to support history teaching, Social Education, 62 (6), 1.
  • Edgington, W. D. (2002). To promote character education, use literature for children and adolescents, Social Studies, 93 (3), 113-117.
  • Field, S. L. (2003). Using children's literature and the universals of culture to teach about Mexico, Social Studies, 94 (3), 123-128.
  • Flaim, M. L. & Chiodo, John J. (1994). A novel approach to geographic education: Using literature in the social studies. Social Studies, 85 (5), 225-228.
  • George, M. A. & Stix, Andi. (2000). Using multilevel young adult literature in middle school American studies, Social Studies, 91 (1), 25-32.
  • Houser, N. O. (1999). Critical literature for the social studies: Challenges and opportunities for the elementary. Social Education, 63 (4), 212-216.
  • http://www.socialstudies.org/resources/notable/ 23. 08. 2006 in dated.
  • Imeson, J. & Skamp, K. R. (1995). A novel use of literature to integrate environmental education with social studies, Social Studies, 86 (5), 215-221.
  • Johannessen, L. R. (2000). Using a simulation and literature to teach the Vietnam War. Social Studies, 91 (2), 79-84.
  • Johannessen, L.Rç (2003). Making History come alive with the nonfiction literature of the Vietnam War, Social Studies, 94 (4), 171-178.
  • Labbo, L. D. & Field, S. L. (1999). Journey boxes: telling the story of place, time, and culture with photographs, literature, and artifacts. Social Studies, 90 (4), 177-183.
  • Lamme, L. L. (1998). Child laborers in children's literature, Social Education, 62, (1), 15-19.
  • Lelong, P. & Fearnley-Sander, M. (1999). E-mail communities-a story of collaboration between students in Australia and Indonesia, Social Studies, 90 (3), 114-121.
  • Mathis, J. B. (2001). Respond to stories with stories: Teachers discuss multicultural children's literature, Social Studies, 92 (4), 155-159.
  • Mayer, R. H. (1999). Use the story of Anne Hutchinson to teach historical thinking, Social Studies, 90 (3), 105-110.
  • McGowan, T. & Guzzetti, B. (1991) Promoting social studies understanding through literature-based instruction, Social Studies, 82 (1), 16-22.
  • Meyer, J. M. (2002). Accuracy and bias in children's environmental literature: A look at Lynne Cherry's books, Social Studies, 93 (6), 277-282.
  • Michaelis, J. & Jesus G. (1996). Social Studies For Childeren: A Guide to Basic Instruction. Boston: Allyn and Bacon.
  • Nadeau, F. A. (1994). Fiction as a springboard to U.S. history research projects,Social Studies, 85 (5), 222-225.
  • Nelson, J.T. (1994),Geography, imagery, literature and visuals can foster awareness of the rain forests. Social Studies, 85 (4), 188-191.
  • Owens, W. T. & Nowell, L. S. (2001). More than just pictures: Using picture story book to broaden young learners' social consciousness, Social Studies, 92 (1), 33-41.
  • Palmer, J. & Burroughs, S. (1993). Integrating children's literature and song into the Social Studies, Social Studies, 93 (3), 73-79.
  • Percival, J. E. & Black, D. J. (2000). “A True and Continuing Story”, Social Studies, 91 (4), 151-159.
  • Perez-Stable, M. A. (1996). A kaleidoscope of perspectives in children's literature about slavery and the American civil war, Social Studies, 87 (1), 24-32.
  • Perez-Sable, M. (2005). Discovering the united states through children's folk literature, Social Studies, 96 (2), 86-92.
  • Sanchez, T. (2005). The Story of the Boston Massacre: A storytelling opportunity for character education, Social Studies, 96 (6), 265-269.
  • Sandmann, A. (2004). Contemporary Immigration: first-person fiction from Cuba, Haiti, Korea, and Cambodia, Social Studies, 95 (3), 115-121.
  • Sandmann, A. (2004), Literature that Promotes Justice for all, Social Education, 68, (4), 254-259.
  • Savage, M. K. & Savage, T. V. (1993). Children's literature in middle school social studies, Social Studies, 84 (1), 32-37.
  • Sills-Briegel, T. & Camp, D. (2000). Using literature to explore social issues, Social Studies, May/Jun2000, 91 (3), 116-120.
  • Smith, J. L. & Johnson, H. A. (1995). Dreaming of America: Weaving literature into middle-school social studies. Social Studies, 86 (2), 60-69.
  • Sullivan, M. & Lo P. (1998). The epic of Sundiata: Using African literature in the classroom, Social Education, 62 (4), 201-207.
  • Tyson, C. A. & Hinton-Johnson, K. (2003). Once Upon a Time: Teaching about Women and Social Justice Through Literature, Social Education, 67 (1), 54-58.
  • Wasta, S. (2001). Changing Attitudes through Art, literature, and artifacts: A China experience, Social Studies, 92 (1), 4-10.
  • Wasta, S. & Lott, C. (2000). Civil war stories: An integrative approach to developing perspective, Social Studies, 91 (2), 62-69.
  • Wilson, E. K. & Wetzel, K. (2005). Literature, Literacy, and Legacy: Teaching about the Civil Rights Movement, Social Education, 69 (6), 345-348.
  • Waller, L. & Edgington, W. D. (2001). Using songs to help teach the civil war, Social Studies, 92, (4), 147-151.
  • Van Middendorp, J. E. & Lee, S. (1994). Literature for children and young adults in a history classroom, Social Studies, 85 (3), 117-121.
  • THE STUDIES INVESTIGATED IN TURKEY
  • Andraess, E. (1939). Çocuga uygun tarih tedrisati.(According to child’s history instruction), Turkish translated: Kemal Kaya, İstanbul.
  • Ata, B. Historical novels as an instrument for history instruction. Turk Yurdu Journal, 2000, 153-154.
  • Barth, J. & Demirtas, A. (1996). Ilkogretim sosyal bilgiler ogretimi. (Social studies instruction in primary schools). Ankara: Development of National Education Project, Preservise Teacher Education.
  • Baymur, F. (1949). Tarih ogretimi. (History Instruction). Ankara.
  • Demircioglu, İ. H. (2005). Tarih ogretimde ogrenci merkezli yaklasimlar. (New Approaches In History Instruction). Ankara: Ani Yayincilik.
  • Dewey, J. (2000). The aim of history in elementary education. Turkish translated: Bahri Ata, Milli Egitim Journal, 2000, 147, 43-45.
  • Dilek, D. & Sogucakli Yapici, G. (2003). The use of stories in the teaching of history. International Journal of Historical Teaching, Learning and Research, 5 (2), 61-73.
  • Erden, M. Sosyal bilgiler ogretimi. (Social Studies Instruction). Ankara: Alkim Press, Undated.
  • MNE (Ministry of National Education) (1998). Ilkogretim okulu sosyal bilgiler
  • program. (Social studies curriculum in primary school). Tebligler Journal, number: 2487.
  • MNE (Ministry of National Education) (2005). Ilkogretim sosyal bilgiler dersi (1-5
  • siniflar) ogretim programi taslagi. (Elementary school social sciences
  • curriculum draft (Grades 1-5)). Ankara, Turkey: MNE.
  • Mc Gowan, T. & Guzzetti, B. Promoting social studies understanding through literature-based instruction, Social Studies, 1991, 82, 1, 16-22, Turkish translated: Ahmet Doganay, Cukurova University Central of Turkology Research’s web: http://turkoloji.cu.edu.tr/GENEL/doganay _01.pdf. 24. 08. 2006 in date.
  • Otluoglu, R. (2001). Effect of using written literature products as an instrument in social studies instruction in 5th class of primary school to acquire characteristics of emotional behaviour, (Unpublished master thesis), Istanbul: Marmara University Educational Science Instıtute.
  • Ozturk, C. & Otluoglu, R. (2002). Sosyal bilgiler ogretiminde edebi urunler ve yazili materyaller, (Literature products and written materials for social studies instruction), Ankara: PegemA Press.
  • Ozturk, C. & Dilek, D. (2005). Hayat bilgisi ve sosyal bilgiler ogretimi, (Life knowledge and social studies instruction), Ankara: PegemA Press.
  • Sonmez, V. (1994). Sosyal bilgiler ogretimi, (Social studies teaching), Ankara: Ani Press.
  • Simsek, A. (2000). Using storytelling method in instruction of history issues of social studies course in primary schools, (Unpublished master thesis), Ankara: Gazi University Social Science Institute.
  • Simsek, A. (2001). Role of Myths and Legends in History Education, Gazi University Journal of Kırsehir Education Faculty (JKEF), 2 (3), 11-21.
  • Simsek, A. (2003). Teachers’ Opinions About Historical Stories In Social Studies Course In Primary School. Paper in XII. National Educational Science Congress, Antalya, Turkey.
  • Simsek, A. (2006). İlkogretim sosyal bilgiler dersinde tarihsel hikayeye yonelik ogrenci gorusleri, (Students’ opinions about historical stories in social studies course in primary school). Gazi University Journal of Gazi Faculty of Education, 26 (1), 187-202.

THE USE OF CHILDREN’S LITERATURE IN SOCIAL STUDIES: A COMPARATIVE STUDY IN THE USA AND TURKEY

Yıl 2011, Sayı: 22, 1 - 24, 10.10.2013

Öz

Bu çalışmada, Sosyal Bilgiler derslerinde çocuk edebiyatı ürünlerine yer vermenin önemine kısaca değinilerek önce, çağdaş dünyadaki örnekleri açısından ABD’deki durum betimlenmeye çalışılmıştır. Bu betimleme, ABD’de bulunan NCSS’nin yayınladığı dergilerdeki makaleler, her yıl öğrencilere önerilen “Notable Trade Books” listelerinin anlamı ve öğretmenler için yazılmış Sosyal Bilgiler öğretimi kitapları açısından yapılmıştır. Sonra bunlara paralel olarak Türkiye’de, 1998 ile 2005 Sosyal Bilgiler Öğretim Programları, öğretmen adayları için eğitim fakültelerinde yaygın olarak okutulan Sosyal Bilgiler öğretimi kitapları ve konuyla ilgili yapılmış akademik çalışmalar incelenmiştir. Bu verilerden yola çıkarak ABD ve Türkiye arasında bir karşılaştırma denemesi yapılmıştır. Sonuçta, ABD’deki sosyal bilgiler öğretim alanının çocuk edebiyatından yararlanma konusunda oldukça zengin çalışmalara sahip olduğu görülmüştür. Türkiye’de ise 2005 Sosyal Bilgiler Öğretimi Programı ile yaşanan gelişmeler umut verici bulunmuş ancak, gerek konuyla ilgili yapılan çalışmaların sınıflardaki uygulamaya yaptığı sınırlı katkı, gerekse öğretmen adayları için yazılmış kitaplarda konuya hâlâ yeterince önem verilememesi durumuna dikkat çekilmiştir. Özellikle konuyla ilgili akademik araştırmaların -birkaçı dışındakilerin- top yekûn fayda-yarar yaklaşımı ile bakması nedeni ile öğretmenlere genel fikirler vermekten ileri gidemediği belirlenmiştir.

Kaynakça

  • Ata, Bahri. (2000) “Historical novels as an instrument for history instruction”. Turk Yurdu Journal. 153-154.
  • (http.1) http://www.socialstudies.org/resources/notable/ 23. 08. 2006 in dated.
  • (http:2) http://www.socialstudies.org/cufa/trse/ 24. 08. 2006 in dated.
  • Mc Gowan, T., Guzzetti, B. “Promoting social studies understanding through literature-based instruction” Social Studies, 1991, 82, 1, 16-22, Turkish translated: Ahmet Doganay, Cukurova University Central of Turkology Research’s web: http://turkoloji.cu.edu.tr/GENEL/doganay _01.pdf. 24. 08. 2006 in dated.
  • Report.1: NCSS BOARD OF DIRECTORS. (1988). Social Studies for Early Childhood and Elementary School Children Preparing for the 21st Century A Report. NCSS from Task Force on Early Childhood/Elementary Social Studies.
  • Saxe, D. W., (1992). Social Studies in Schools: A History of The Early Years, New York: State University of New York Press.
  • Simsek, A. (2000). Using Storytelling Method in Instruction of History Issues of Social Studies Course in Primary Schools, (Unpublished Master Thesis), Ankara: Gazi University Social Science Institute.
  • II. National Education Council’s Report. (1943) Ankara: National Education Press (MEB Yayınevi).
  • THE STUDIES INVESTIGATED IN USA
  • Ahern, J. & Sandmann, A. (1997). “Literature and history-a focus on the era of the great...” Social Studies, 88 (6), 277-283.
  • Ahmed, A. J. & Markovitz, I. L. (1993). African literature and social science in the teaching of world studies, Social Studies, 84 (2), 78-82.
  • Berson, M. J., Ouzts, D. T., & Walsh, L. S., (1999). “Connecting literature with K-8 national geography standards”, Social Studies, 90 (2), 85-93.
  • Bilof, E. G. (1996). The killer angels: A case study of historical fiction in the social studies curriculum., Social Studies, 87 (1), 19-24.
  • Brabham, E. G. (1997). “Holocaust education: Legislation, practices, and literature...” Social Studies, 88 (3), 139-143.
  • Carroll, W. M., & Taylor, G. (1998). “Adolescent literature about the splendid little...” Social Studies, 89 (3), 134-140.
  • Chilcoat, G. W. (1991). The illustrated song slide show as a middle school history activity, Social Studies, 82 (5), 188-191.
  • Cooper, D. (2003). A virtual dig-joining archaeology and fiction to promote critical and historical thinking. Social Studies, 94 (2), 69-74.
  • Danks, C. (1996). Using the literature of Elie Wiesel and selected poetry to teach the holocaust in the secondary... Social Studies, 87 (3), 101-106.
  • Davis III, J. C. & Palmer, J. (1992). A strategy for using children's literature to extend the social studies curriculum. Social Studies, 83 (3), 125-129.
  • Doughty, J. (2003). Integrating Literature to Teach about Women of West Africa, Social Education, 67 (1), 17-22.
  • Dyro, P. (1998). Using fiction to support history teaching, Social Education, 62 (6), 1.
  • Edgington, W. D. (2002). To promote character education, use literature for children and adolescents, Social Studies, 93 (3), 113-117.
  • Field, S. L. (2003). Using children's literature and the universals of culture to teach about Mexico, Social Studies, 94 (3), 123-128.
  • Flaim, M. L. & Chiodo, John J. (1994). A novel approach to geographic education: Using literature in the social studies. Social Studies, 85 (5), 225-228.
  • George, M. A. & Stix, Andi. (2000). Using multilevel young adult literature in middle school American studies, Social Studies, 91 (1), 25-32.
  • Houser, N. O. (1999). Critical literature for the social studies: Challenges and opportunities for the elementary. Social Education, 63 (4), 212-216.
  • http://www.socialstudies.org/resources/notable/ 23. 08. 2006 in dated.
  • Imeson, J. & Skamp, K. R. (1995). A novel use of literature to integrate environmental education with social studies, Social Studies, 86 (5), 215-221.
  • Johannessen, L. R. (2000). Using a simulation and literature to teach the Vietnam War. Social Studies, 91 (2), 79-84.
  • Johannessen, L.Rç (2003). Making History come alive with the nonfiction literature of the Vietnam War, Social Studies, 94 (4), 171-178.
  • Labbo, L. D. & Field, S. L. (1999). Journey boxes: telling the story of place, time, and culture with photographs, literature, and artifacts. Social Studies, 90 (4), 177-183.
  • Lamme, L. L. (1998). Child laborers in children's literature, Social Education, 62, (1), 15-19.
  • Lelong, P. & Fearnley-Sander, M. (1999). E-mail communities-a story of collaboration between students in Australia and Indonesia, Social Studies, 90 (3), 114-121.
  • Mathis, J. B. (2001). Respond to stories with stories: Teachers discuss multicultural children's literature, Social Studies, 92 (4), 155-159.
  • Mayer, R. H. (1999). Use the story of Anne Hutchinson to teach historical thinking, Social Studies, 90 (3), 105-110.
  • McGowan, T. & Guzzetti, B. (1991) Promoting social studies understanding through literature-based instruction, Social Studies, 82 (1), 16-22.
  • Meyer, J. M. (2002). Accuracy and bias in children's environmental literature: A look at Lynne Cherry's books, Social Studies, 93 (6), 277-282.
  • Michaelis, J. & Jesus G. (1996). Social Studies For Childeren: A Guide to Basic Instruction. Boston: Allyn and Bacon.
  • Nadeau, F. A. (1994). Fiction as a springboard to U.S. history research projects,Social Studies, 85 (5), 222-225.
  • Nelson, J.T. (1994),Geography, imagery, literature and visuals can foster awareness of the rain forests. Social Studies, 85 (4), 188-191.
  • Owens, W. T. & Nowell, L. S. (2001). More than just pictures: Using picture story book to broaden young learners' social consciousness, Social Studies, 92 (1), 33-41.
  • Palmer, J. & Burroughs, S. (1993). Integrating children's literature and song into the Social Studies, Social Studies, 93 (3), 73-79.
  • Percival, J. E. & Black, D. J. (2000). “A True and Continuing Story”, Social Studies, 91 (4), 151-159.
  • Perez-Stable, M. A. (1996). A kaleidoscope of perspectives in children's literature about slavery and the American civil war, Social Studies, 87 (1), 24-32.
  • Perez-Sable, M. (2005). Discovering the united states through children's folk literature, Social Studies, 96 (2), 86-92.
  • Sanchez, T. (2005). The Story of the Boston Massacre: A storytelling opportunity for character education, Social Studies, 96 (6), 265-269.
  • Sandmann, A. (2004). Contemporary Immigration: first-person fiction from Cuba, Haiti, Korea, and Cambodia, Social Studies, 95 (3), 115-121.
  • Sandmann, A. (2004), Literature that Promotes Justice for all, Social Education, 68, (4), 254-259.
  • Savage, M. K. & Savage, T. V. (1993). Children's literature in middle school social studies, Social Studies, 84 (1), 32-37.
  • Sills-Briegel, T. & Camp, D. (2000). Using literature to explore social issues, Social Studies, May/Jun2000, 91 (3), 116-120.
  • Smith, J. L. & Johnson, H. A. (1995). Dreaming of America: Weaving literature into middle-school social studies. Social Studies, 86 (2), 60-69.
  • Sullivan, M. & Lo P. (1998). The epic of Sundiata: Using African literature in the classroom, Social Education, 62 (4), 201-207.
  • Tyson, C. A. & Hinton-Johnson, K. (2003). Once Upon a Time: Teaching about Women and Social Justice Through Literature, Social Education, 67 (1), 54-58.
  • Wasta, S. (2001). Changing Attitudes through Art, literature, and artifacts: A China experience, Social Studies, 92 (1), 4-10.
  • Wasta, S. & Lott, C. (2000). Civil war stories: An integrative approach to developing perspective, Social Studies, 91 (2), 62-69.
  • Wilson, E. K. & Wetzel, K. (2005). Literature, Literacy, and Legacy: Teaching about the Civil Rights Movement, Social Education, 69 (6), 345-348.
  • Waller, L. & Edgington, W. D. (2001). Using songs to help teach the civil war, Social Studies, 92, (4), 147-151.
  • Van Middendorp, J. E. & Lee, S. (1994). Literature for children and young adults in a history classroom, Social Studies, 85 (3), 117-121.
  • THE STUDIES INVESTIGATED IN TURKEY
  • Andraess, E. (1939). Çocuga uygun tarih tedrisati.(According to child’s history instruction), Turkish translated: Kemal Kaya, İstanbul.
  • Ata, B. Historical novels as an instrument for history instruction. Turk Yurdu Journal, 2000, 153-154.
  • Barth, J. & Demirtas, A. (1996). Ilkogretim sosyal bilgiler ogretimi. (Social studies instruction in primary schools). Ankara: Development of National Education Project, Preservise Teacher Education.
  • Baymur, F. (1949). Tarih ogretimi. (History Instruction). Ankara.
  • Demircioglu, İ. H. (2005). Tarih ogretimde ogrenci merkezli yaklasimlar. (New Approaches In History Instruction). Ankara: Ani Yayincilik.
  • Dewey, J. (2000). The aim of history in elementary education. Turkish translated: Bahri Ata, Milli Egitim Journal, 2000, 147, 43-45.
  • Dilek, D. & Sogucakli Yapici, G. (2003). The use of stories in the teaching of history. International Journal of Historical Teaching, Learning and Research, 5 (2), 61-73.
  • Erden, M. Sosyal bilgiler ogretimi. (Social Studies Instruction). Ankara: Alkim Press, Undated.
  • MNE (Ministry of National Education) (1998). Ilkogretim okulu sosyal bilgiler
  • program. (Social studies curriculum in primary school). Tebligler Journal, number: 2487.
  • MNE (Ministry of National Education) (2005). Ilkogretim sosyal bilgiler dersi (1-5
  • siniflar) ogretim programi taslagi. (Elementary school social sciences
  • curriculum draft (Grades 1-5)). Ankara, Turkey: MNE.
  • Mc Gowan, T. & Guzzetti, B. Promoting social studies understanding through literature-based instruction, Social Studies, 1991, 82, 1, 16-22, Turkish translated: Ahmet Doganay, Cukurova University Central of Turkology Research’s web: http://turkoloji.cu.edu.tr/GENEL/doganay _01.pdf. 24. 08. 2006 in date.
  • Otluoglu, R. (2001). Effect of using written literature products as an instrument in social studies instruction in 5th class of primary school to acquire characteristics of emotional behaviour, (Unpublished master thesis), Istanbul: Marmara University Educational Science Instıtute.
  • Ozturk, C. & Otluoglu, R. (2002). Sosyal bilgiler ogretiminde edebi urunler ve yazili materyaller, (Literature products and written materials for social studies instruction), Ankara: PegemA Press.
  • Ozturk, C. & Dilek, D. (2005). Hayat bilgisi ve sosyal bilgiler ogretimi, (Life knowledge and social studies instruction), Ankara: PegemA Press.
  • Sonmez, V. (1994). Sosyal bilgiler ogretimi, (Social studies teaching), Ankara: Ani Press.
  • Simsek, A. (2000). Using storytelling method in instruction of history issues of social studies course in primary schools, (Unpublished master thesis), Ankara: Gazi University Social Science Institute.
  • Simsek, A. (2001). Role of Myths and Legends in History Education, Gazi University Journal of Kırsehir Education Faculty (JKEF), 2 (3), 11-21.
  • Simsek, A. (2003). Teachers’ Opinions About Historical Stories In Social Studies Course In Primary School. Paper in XII. National Educational Science Congress, Antalya, Turkey.
  • Simsek, A. (2006). İlkogretim sosyal bilgiler dersinde tarihsel hikayeye yonelik ogrenci gorusleri, (Students’ opinions about historical stories in social studies course in primary school). Gazi University Journal of Gazi Faculty of Education, 26 (1), 187-202.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Ahmet Şimşek

Yayımlanma Tarihi 10 Ekim 2013
Gönderilme Tarihi 30 Ocak 2014
Yayımlandığı Sayı Yıl 2011 Sayı: 22

Kaynak Göster

APA Şimşek, A. (2013). THE USE OF CHILDREN’S LITERATURE IN SOCIAL STUDIES: A COMPARATIVE STUDY IN THE USA AND TURKEY. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(22), 1-24.