Is it Possible to Have Artificial Intelligence Print Case Studies in Social Studies Class? On First Experiences and Their Results

Cemal Gökhan Ol; Yücel Kabapınar

Makale detayları

Is it Possible to Have Artificial Intelligence Print Case Studies in Social Studies Class? On First Experiences and Their Results

Yazarlar:

Cemal Gökhan Ol | Yücel Kabapınar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2712-2745

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346721

pISSN:

1308-8971

Anahtar kelimeler:

Özet:

 Case study is one of the most popular teaching methods in life science and social studies courses. The main purpose in this sense is to bring social problems in front of the students and make them analyse them. Discussing social problems with their intellectual, moral and empathic dimensions and suggesting solutions are among the main responsibilities of students in case studies. After the 2005 curriculum, case studies in textbooks have started to come to the agenda. However, sometimes the case studies in the textbooks may not be qualified enough or may be adorned with didactic expressions. Considering the difficulty of findingwriting interesting, real-life case studies suitable for each subject and grade level, integrating case studies with artificial intelligence, which is a product of developing technology, emerges as a solution that can be produced for this difficulty. Producing case studies by using artificial intelligence can help both to produce some content suitable for each subject and to make learning environments similar to daily life. The research is based on qualitative research method and is shaped according to the action research design. Again, simple action research design, one of the action research types, was applied. In this framework, the study group of the research consists of ChatGPT, one of the most knownused artificial intelligence applications. The procedural steps of the research are as follows; determining the learning outcome, asking to write a case study based on pure class and learning outcome, asking to add elements that will leave students in dilemmas to the written case study, asking to prepare many questions in intellectual, moral and empathic dimension after the case study, asking to express the content of the case study with three visuals. In this framework, ChatGPT has derived case studies and empathic, reflective and moral questions to be used in analysing these case studies. In this sense, the whole process will be an interesting experience for teachers.

 Case study is one of the most popular teaching methods in life science and social studies courses. The main purpose in this sense is to bring social problems in front of the students and make them analyse them. Discussing social problems with their intellectual, moral and empathic dimensions and suggesting solutions are among the main responsibilities of students in case studies. After the 2005 curriculum, case studies in textbooks have started to come to the agenda. However, sometimes the case studies in the textbooks may not be qualified enough or may be adorned with didactic expressions. Considering the difficulty of findingwriting interesting, real-life case studies suitable for each subject and grade level, integrating case studies with artificial intelligence, which is a product of developing technology, emerges as a solution that can be produced for this difficulty. Producing case studies by using artificial intelligence can help both to produce some content suitable for each subject and to make learning environments similar to daily life. The research is based on qualitative research method and is shaped according to the action research design. Again, simple action research design, one of the action research types, was applied. In this framework, the study group of the research consists of ChatGPT, one of the most knownused artificial intelligence applications. The procedural steps of the research are as follows; determining the learning outcome, asking to write a case study based on pure class and learning outcome, asking to add elements that will leave students in dilemmas to the written case study, asking to prepare many questions in intellectual, moral and empathic dimension after the case study, asking to express the content of the case study with three visuals. In this framework, ChatGPT has derived case studies and empathic, reflective and moral questions to be used in analysing these case studies. In this sense, the whole process will be an interesting experience for teachers.

 Case study is one of the most popular teaching methods in life science and social studies courses. The main purpose in this sense is to bring social problems in front of the students and make them analyse them. Discussing social problems with their intellectual, moral and empathic dimensions and suggesting solutions are among the main responsibilities of students in case studies. After the 2005 curriculum, case studies in textbooks have started to come to the agenda. However, sometimes the case studies in the textbooks may not be qualified enough or may be adorned with didactic expressions. Considering the difficulty of findingwriting interesting, real-life case studies suitable for each subject and grade level, integrating case studies with artificial intelligence, which is a product of developing technology, emerges as a solution that can be produced for this difficulty. Producing case studies by using artificial intelligence can help both to produce some content suitable for each subject and to make learning environments similar to daily life. The research is based on qualitative research method and is shaped according to the action research design. Again, simple action research design, one of the action research types, was applied. In this framework, the study group of the research consists of ChatGPT, one of the most knownused artificial intelligence applications. The procedural steps of the research are as follows; determining the learning outcome, asking to write a case study based on pure class and learning outcome, asking to add elements that will leave students in dilemmas to the written case study, asking to prepare many questions in intellectual, moral and empathic dimension after the case study, asking to express the content of the case study with three visuals. In this framework, ChatGPT has derived case studies and empathic, reflective and moral questions to be used in analysing these case studies. In this sense, the whole process will be an interesting experience for teachers.

 Örnek olay, hayat bilgisi ve sosyal bilgiler derslerinde en çok gündeme gelen öğretim yöntemlerinden biridir. Öğrencilerin önüne sosyal sorunları getirip irdelemelerini sağlamak bu anlamda temel amaçtır. Sosyal sorunları düşünsel, ahlaki ve empatik boyutlarıyla tartışmak ve çözüm önerileri getirmek örnek olaylarda öğrencilerin temel sorumlulukları arasındadır. 2005 yılı öğretim programlarından sonra ders kitaplarında örnek olaylar gündeme gelmeye başlamıştır. Ancak bazen ders kitaplarındaki örnek olaylar yeterince nitelikli olamayabiliyor ya da oldukça fazla didaktik ifadelerle bezenmiş olabiliyor. Her konuya ve sınıf düzeyine uygun, ilgi çekici, gerçek hayattan seçilen örnek olayları bulmayazma zorluğu düşünüldüğünde; örnek olaylar ile gelişen teknolojinin ürünü olan yapay zekâyı bütünleştirmek bu zorluğa yönelik üretilebilecek bir çözüm olarak karşımıza çıkmaktadır. Yapay zekâdan yararlanılarak örnek olay üretmek, hem her konuya uygun birtakım içerikler ortaya çıkarmaya hem de öğrenme ortamlarını günlük yaşamla benzer hale getirmeye yardımcı olabilir. Araştırma nitel araştırma yöntemi temelli olup eylem araştırması desenine göre biçimlendirilmiştir. Yine eylem araştırması çeşitlerinden basit eylem araştırması deseni uygulanmıştır. Bu çerçevede araştırmanın çalışma grubunu yapay zekâ uygulamaları arasında en çok bilinenkullanılanlardan biri olan ChatGPT oluşturmaktadır. Araştırmanın işlem yolu basamakları; öğrenme çıktısının belirlenmesi, salt sınıf ve öğrenme çıktısı temelli örnek olayın yazılmasının istenmesi, yazılan örnek olaya öğrencileri ikilemlerde bırakacak unsurların eklenmesinin istenmesi, örnek olayın ardından düşünsel, ahlaki ve empatik boyutta çok sayıda sorunun hazırlanmasının istenmesi, örnek olayla ilgili içeriğin üç görselle ifade edilmesinin istenmesi şeklindedir. Bu çerçevede ChatGPT örnek olaylar ve bu örnek olayların analizinde kullanılacak empatik, düşünsel ve ahlaki sorular türetmiştir. Bu anlamda tüm süreç öğretmenler için ilginç bir deneyimin yaşanmasına vesile olacaktır.

Makale detayları

Is it Possible to Have Artificial Intelligence Print Case Studies in Social Studies Class? On First Experiences and Their Results

Yazarlar:

Cemal Gökhan Ol | Yücel Kabapınar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2712-2745

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346721

pISSN:

1308-8971

Artifical intelligence

Case study

Social studies

Simple action researchYapay zeka

Örnek olay

Sosyal bilgiler

Basit eylem araştırması

Sayı

Makale detayları

Yazarlar: Cemal Gökhan Ol | Yücel Kabapınar

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2712-2745

Belge Tipi: Makale

Yayın Tarihi: 8/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001346721

pISSN: 1308-8971

Sayı

Yazarlar:

Cemal Gökhan Ol | Yücel Kabapınar

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Dergi:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2712-2745

Belge Tipi:

Makale

Yayın Tarihi:

8/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001346721

pISSN:

1308-8971