Evaluation of Primary School 4th Grade Social Studies Curriculum in Accordance with the Hammond Cube Model

Nida Eminoğlu; Bilge Çam Aktaş

Makale detayları

Evaluation of Primary School 4th Grade Social Studies Curriculum in Accordance with the Hammond Cube Model

Yazarlar:

Nida Eminoğlu | Bilge Çam Aktaş

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 1, pp.336-390

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347343

pISSN:

1302-9967

Anahtar kelimeler:

Özet:

 The purpose of this study is to evaluate the 4th grade social studies curriculum with the Hammond Cube Model. In the research, a primary school with a low socio-economic level in the compulsory service region in Gaziantep was selected through extreme outlier sampling method. A mixed-methods approach was used in this study. In the quantitative dimension, a class of 4th graders attending this primary school was randomly selected and 34 students in this class were included in the study group. An achievement test was developed and applied to determine the students academic achievement, and an attitude scale was applied to determine their attitudes towards the course. Data were collected through interviews with 10 teachers and 13 students and analyzed using content analysis. The results of the achievement test and attitude scale show that the achievement and attitudes of the students in the research group are high in the social studies course. However, results related to the behavioral dimension suggest that the curriculum primarily emphasizes cognitive skills, while affective and psychomotor domains remain in the background.. Teachers generally provided positive feedback on the curriculum content, while students expressed negative opinions. Both teachers and students reported the need for additional resources beyond textbooks and highlighted challenges in implementing extracurricular activities. Additionally, factors such as double-shift schooling, short recess periods, large class sizes, teachers extra administrative responsibilities, limited prior knowledge of the curriculum, and the disadvantaged socio-economic status of the school environment were identified as obstacles in curriculum implementation. Based on the findings, recommendations were provided to improve the curriculum and its implementation.

 The purpose of this study is to evaluate the 4th grade social studies curriculum with the Hammond Cube Model. In the research, a primary school with a low socio-economic level in the compulsory service region in Gaziantep was selected through extreme outlier sampling method. A mixed-methods approach was used in this study. In the quantitative dimension, a class of 4th graders attending this primary school was randomly selected and 34 students in this class were included in the study group. An achievement test was developed and applied to determine the students academic achievement, and an attitude scale was applied to determine their attitudes towards the course. Data were collected through interviews with 10 teachers and 13 students and analyzed using content analysis. The results of the achievement test and attitude scale show that the achievement and attitudes of the students in the research group are high in the social studies course. However, results related to the behavioral dimension suggest that the curriculum primarily emphasizes cognitive skills, while affective and psychomotor domains remain in the background.. Teachers generally provided positive feedback on the curriculum content, while students expressed negative opinions. Both teachers and students reported the need for additional resources beyond textbooks and highlighted challenges in implementing extracurricular activities. Additionally, factors such as double-shift schooling, short recess periods, large class sizes, teachers extra administrative responsibilities, limited prior knowledge of the curriculum, and the disadvantaged socio-economic status of the school environment were identified as obstacles in curriculum implementation. Based on the findings, recommendations were provided to improve the curriculum and its implementation.

 The purpose of this study is to evaluate the 4th grade social studies curriculum with the Hammond Cube Model. In the research, a primary school with a low socio-economic level in the compulsory service region in Gaziantep was selected through extreme outlier sampling method. A mixed-methods approach was used in this study. In the quantitative dimension, a class of 4th graders attending this primary school was randomly selected and 34 students in this class were included in the study group. An achievement test was developed and applied to determine the students academic achievement, and an attitude scale was applied to determine their attitudes towards the course. Data were collected through interviews with 10 teachers and 13 students and analyzed using content analysis. The results of the achievement test and attitude scale show that the achievement and attitudes of the students in the research group are high in the social studies course. However, results related to the behavioral dimension suggest that the curriculum primarily emphasizes cognitive skills, while affective and psychomotor domains remain in the background.. Teachers generally provided positive feedback on the curriculum content, while students expressed negative opinions. Both teachers and students reported the need for additional resources beyond textbooks and highlighted challenges in implementing extracurricular activities. Additionally, factors such as double-shift schooling, short recess periods, large class sizes, teachers extra administrative responsibilities, limited prior knowledge of the curriculum, and the disadvantaged socio-economic status of the school environment were identified as obstacles in curriculum implementation. Based on the findings, recommendations were provided to improve the curriculum and its implementation.

 Bu araştırmanın amacı, ilkokul 4.sınıf sosyal bilgiler öğretim programını Hammond Küp Modeli ile değerlendirmektir. Araştırmada aşırı aykırı durum örneklemesi yoluyla Gaziantep ilinde zorunlu hizmet bölgesinde bulunan sosyo-ekonomik düzeyi düşük olan bir ilkokul seçilmiştir. Bu araştırmada karma yöntem kullanılmıştır. Nicel boyutta bu ilkokula devam etmekte olan 4. sınıflardan rastlantısal olarak bir sınıf belirlenmiş ve bu sınıftaki 34 öğrenci çalışma grubuna alınmıştır. Öğrencilerin başarı durumlarını belirlemek amacıyla başarı testi geliştirilmiş ve uygulanmış; derse ilişkin tutumlarını belirlemek amacıyla tutum ölçeği uygulanmıştır. Gerekli verilere ulaşmak amacıyla 10 öğretmen ve 13 öğrenci ile görüşmeler yapılmıştır. Görüşmelerden elde edilen veriler içerik analizi ile analiz edilmiştir. Başarı testi ve tutum ölçeği sonuçları, araştırma grubunda bulunan öğrencilerin sosyal bilgiler dersi başarılarının ve tutumlarının yüksek olduğunu göstermektedir. Araştırma sonuçları davranışsal boyuta ilişkin elde edilen bulgulardan programın bilişsel alana ağırlık verdiği, duyuşsal ve devinimsel alanın arka planda kaldığını göstermektedir. Öğretmenler içerik ile ilgili çoğunlukla olumlu, öğrenciler ise olumsuz ifadelerde bulunmuşlardır. Hem öğretmenler hem de öğrenciler ders kitaplarının ötesinde ek kaynaklara ihtiyaç duyduklarını belirtmiş ve program dışı etkinliklerin uygulanmasındaki zorlukları vurgulamışlardır. Ayrıca, ikili öğretim, kısa teneffüs süreleri, kalabalık sınıflar, öğretmenlerin ekstra idari sorumlulukları, programla ilgili sınırlı ön bilgi ve okul ortamının dezavantajlı sosyo-ekonomik durumu gibi faktörler programın uygulanmasında engeller olarak tespit edilmiştir. Bulgulara dayanarak, programı ve uygulamasını iyileştirmek için öneriler sunulmuştur.

Makale detayları

Evaluation of Primary School 4th Grade Social Studies Curriculum in Accordance with the Hammond Cube Model

Yazarlar:

Nida Eminoğlu | Bilge Çam Aktaş

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 1, pp.336-390

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347343

pISSN:

1302-9967

Program Evaluation

Social Studies Curriculum

4th Grade

Educational Programs

Hammond Cube ModelProgram Değerlendirme

Sosyal Bilgiler Öğretim Programı

4.sınıf

Eğitim Programları

Hammond Küp Modeli

Sayı

Makale detayları

Yazarlar: Nida Eminoğlu | Bilge Çam Aktaş

Yayıncı: Cukurova University

Ana Başlıklar: Eğitimde Program Değerlendirme

Dergi: Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 1, pp.336-390

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001347343

pISSN: 1302-9967

Sayı

Yazarlar:

Nida Eminoğlu | Bilge Çam Aktaş

Yayıncı:

Cukurova University

Ana Başlıklar:

Eğitimde Program Değerlendirme

Dergi:

Çukurova Üniversitesi Eğitim Fakültesi Dergisi Vol.54 Issue 1, pp.336-390

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347343

pISSN:

1302-9967