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THE INVESTIGATION OF SOCIAL STUDIES EDUCATION UNDERGRADUATE PROGRAM IN TERMS OF SOCIAL STUDIES TEACHERS' SPECİAL FİELD COMPETENCIESThe studies have published named “The General Teacher Competencies” in 2006 and “Special Competencies” in 2008 by Ministry of National Education. Moving the expression “it is expected that Teacher training institutions of higher education should use teacher competencies in pre-service teacher education programs” located in these studies, it was tried to determine what extent Social Studies undergraduate program can cover competencies identified by ministerial, by examining in comparison with document analysis method the descriptions of compulsory courses in Social Studies Undergraduate Program and special field competencies of Social Studies Teacher. At the end of the study, it has been concluded that 80% of competencies can be gained with compulsory courses of Social Studies Education programs and 20% of them can’t be gained, which is located in “Social Studies Teacher Special Field Competencies” by Ministry of National Education. It has been also determined that 49 of compulsory courses in Social Studies Education is associated with Social Studies Teacher Special Field Competencies. It has been concluded that remaining 10 courses is not associated with these competencies.
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SOSYAL BİLGİLER DERSİNDE COĞRAFYA ÖĞRETİMİNİN DEĞERLER EĞİTİMİ AÇISINDAN ÖNEMİDeğerlerin yeni yetişen nesle kazandırılmasının toplumun geleceğinininşası için büyük önemi bulunmaktadır. Sosyal Bilgiler dersinin temel amacı daulusal ve evrensel değerleri kazanmış iyi vatandaşlar yetiştirmektir. Bu araştırmada, Sosyal Bilgilerde Coğrafya öğretiminin değerler eğitimi açısından önemiSosyal Bilgiler öğretmen adaylarının görüşleri ile ortaya konulmayaçalışılmıştır. Araştırma nitel bir yaklaşımla, yarı yapılandırılmış görüşme formukullanılarak yapılmıştır. Çalışma, Kastamonu Üniversitesi Eğitim FakültesiSosyal Bilgiler Öğretmenliği 4.sınıf öğrencisi olan 62 öğretmen adayıyla gerçekleştirilmiştir. Sosyal Bilgiler öğretmen adaylarına göre Sosyal Bilgiler dersinioluşturan ilk üç disiplinin sırasıyla Tarih, Coğrafya, Vatandaşlık olduğu görülmektedir. Ancak öğretmen adaylarının Sosyal Bilgiler dersi içindeki Coğrafyadisiplininin önemini yeterince değerlerle ilişkilendirmedikleri görülmektedir.Öğretmen adaylarının Sosyal Bilgiler Öğretim Programı’nda yer alan değerlerinöğretiminde etkili gördükleri disiplinler sırasıyla Tarih, Coğrafya veSosyolojidir. Coğrafya disiplini açısından öğretmen adayları en çok vatanseverlik, duyarlılık ve temizlik değerini kazandırabileceklerini belirtmişlerdir
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TOYS MUSEUMS AS OUT- OF- SCHOOL LEARNING METHOD IN SOCIAL STUDIES AND HISTORY EDUCATIONAbstract The purpose of this study is to investigate the skills and perspectives of children which were improved by toy museums regarding social studies and history education. In the light of qualitative research methodology, eight students were participated in the study. Trip worksheets, audio recordings; the semi-structured individual interviews and public meeting like chat-style were used for data collection. Data were analyzed and five assertions revealed. These assertions are: As a result of the usage of Toys Museums as Out of School Learning Environment in Social Studies and History Education, students can acquire some objectives at the cognitive level; show higher-order skills and values (e.g. respect for labor and peace);recognize knowledge of science and technology in the context change and continuity; evaluate toy museums as an environment that make contribution to them. Therefore, necessary precautions should be taken to use toy museum as an environment providing supplementary activities in the school. Key Words: Museum education, History of science, History/Social studies, out-of-school learning, thinking skills