Examination of the fourth grade human rights, citizenship and democracy course of the education century model in the context of critical and questioning approach: Skills and tendencies

İrem Namlı Altıntaş

Makale detayları

Examination of the fourth grade human rights, citizenship and democracy course of the education century model in the context of critical and questioning approach: Skills and tendencies

Yazarlar:

İrem Namlı Altıntaş

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Sosyal Bilgiler Eğitimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 73, pp.660-683

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339931

pISSN:

2146-5983

Anahtar kelimeler:

Özet:

 Critical and questioning perspective contributes to individuals cognitive skills such as problem solving and reasoning, as well as their academic and professional development. In this study, critical questioning skills, which are a cognitive process, were examined within the scope of the Maarif Century Education Model and the 4th Grade Human Rights, Citizenship and Democracy course curriculum. Document review method was used in the research. Data were analyzed with content analysis and descriptive analysis. Critical and questioning skills and tendencies were reached through content analysis. There are 9 skills in total, namely critical thinking, evidence-based questioning and research, problem solving, decision making, critical sociological thinking, philosophical thought expression, philosophical reasoning, philosophical questioning and logical reasoning; and there are 11 tendencies, namely analytical thinking, open- mindedness, critical looking, truth seeking, focus, being systematic, asking questions, specialization, creativity, original thinking, doubting and curiosity. Not all of these skill tendencies are included in the examined curriculum, and they are not equally distributed across learning areas. The results of the research are consistent with the results of the research conducted on the Maarif Century education model and the social studies curriculum. It is thought that the study will guide researchers who will examine the curriculum.

 Critical and questioning perspective contributes to individuals cognitive skills such as problem solving and reasoning, as well as their academic and professional development. In this study, critical questioning skills, which are a cognitive process, were examined within the scope of the Maarif Century Education Model and the 4th Grade Human Rights, Citizenship and Democracy course curriculum. Document review method was used in the research. Data were analyzed with content analysis and descriptive analysis. Critical and questioning skills and tendencies were reached through content analysis. There are 9 skills in total, namely critical thinking, evidence-based questioning and research, problem solving, decision making, critical sociological thinking, philosophical thought expression, philosophical reasoning, philosophical questioning and logical reasoning; and there are 11 tendencies, namely analytical thinking, open- mindedness, critical looking, truth seeking, focus, being systematic, asking questions, specialization, creativity, original thinking, doubting and curiosity. Not all of these skill tendencies are included in the examined curriculum, and they are not equally distributed across learning areas. The results of the research are consistent with the results of the research conducted on the Maarif Century education model and the social studies curriculum. It is thought that the study will guide researchers who will examine the curriculum.

 Critical and questioning perspective contributes to individuals cognitive skills such as problem solving and reasoning, as well as their academic and professional development. In this study, critical questioning skills, which are a cognitive process, were examined within the scope of the Maarif Century Education Model and the 4th Grade Human Rights, Citizenship and Democracy course curriculum. Document review method was used in the research. Data were analyzed with content analysis and descriptive analysis. Critical and questioning skills and tendencies were reached through content analysis. There are 9 skills in total, namely critical thinking, evidence-based questioning and research, problem solving, decision making, critical sociological thinking, philosophical thought expression, philosophical reasoning, philosophical questioning and logical reasoning; and there are 11 tendencies, namely analytical thinking, open- mindedness, critical looking, truth seeking, focus, being systematic, asking questions, specialization, creativity, original thinking, doubting and curiosity. Not all of these skill tendencies are included in the examined curriculum, and they are not equally distributed across learning areas. The results of the research are consistent with the results of the research conducted on the Maarif Century education model and the social studies curriculum. It is thought that the study will guide researchers who will examine the curriculum.

 Eleştirel ve sorgulayıcı bakış açısı, bireylerin problem çözme, akıl yürütme gibi bilişsel becerilerinin yanı sıra; akademik ve mesleki gelişimlerine de katkı sağlar. Bu çalışmada bilişsel bir süreç olan eleştirel-sorgulayıcı beceriler Maarif Yüzyılı Eğitim Modeli ve 4. Sınıf İnsan Hakları, Vatandaşlık ve Demokrasi dersi öğretim programı kapsamında incelenmiştir. Araştırmada doküman incelemesi yöntemi kullanılmıştır. Veriler, içerik analizi ve betimsel analiz ile analiz edilmiştir. İçerik analizi aracılığıyla eleştirel ve sorgulayıcı beceri ve eğilimlere ulaşılmıştır. Beceriler eleştirel düşünme, kanıta dayalı sorgulama ve araştırma, problem çözme, karar verme, eleştirel sosyolojik düşünme, felsefi düşünce ortaya koyma, felsefi muhakeme, felsefi sorgulama ve mantıksal muhakeme olmak üzere toplam 9 adet; eğilimler ise analitik düşünme, açık fikirlilik, eleştirel bakma, gerçeği arama, odaklanma, sistematik olma, soru sorma, uzmanlaşma, yaratıcılık, özgün düşünme, şüphe duyma ve merak olmak üzere toplam 11 adettir. Bu beceri eğilimlerin tamamı, incelenen öğretim programında yer almamakla birlikte, öğrenme alanlarına da eşit şekilde dağıtılmamıştır. Araştırma sonuçları, maarif yüzyılı eğitim modeli ve sosyal bilgiler öğretim programı ile ilgili yapılan araştırmaların sonuçları ile örtüşmektedir Çalışmanın öğretim programını inceleyecek olan araştırmacılara yol göstereceği düşülmektedir.

Makale detayları

Examination of the fourth grade human rights, citizenship and democracy course of the education century model in the context of critical and questioning approach: Skills and tendencies

Yazarlar:

İrem Namlı Altıntaş

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Sosyal Bilgiler Eğitimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 73, pp.660-683

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339931

pISSN:

2146-5983

The Century of Education

citizenship and democracy course

critical thinking

skills and tendenciesmaarif yüzyılı

vatandaşlık

beceri

eleştirel ve sorgulayıcı düşünme

Sayı

Makale detayları

Yazarlar: İrem Namlı Altıntaş

Yayıncı: Burdur Mehmet Akif Ersoy University

Ana Başlıklar: Eğitimde Program Değerlendirme | Sosyal Bilgiler Eğitimi

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 73, pp.660-683

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001339931

pISSN: 2146-5983

Sayı

Yazarlar:

İrem Namlı Altıntaş

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde Program Değerlendirme | Sosyal Bilgiler Eğitimi

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 73, pp.660-683

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339931

pISSN:

2146-5983