Science and Social Studies Teachers Beliefs and Practices about Teaching Controversial Issues Certain Comparisons
Yazarlar (1)
Prof. Dr. Zafer KUŞ Kastamonu University, Türkiye
| Makale Türü | Özgün Makale (SCOPUS dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Journal of Social Science Education | ||
| Dergi ISSN | 1618-5293 Scopus Dergi | ||
| Dergi Tarandığı Indeksler | Scopus | ||
| Makale Dili | İngilizce | Basım Tarihi | 10-2015 |
| Cilt / Sayı / Sayfa | 14 / 3 / 84–97 | DOI | 10.2390/jsse-v14-i3-1385 |
| Makale Linki | file:///C:/Users/science/Downloads/1385-3449-1-PB%20(1).pdf | ||
| Özet |
| The current study aims to investigate social studies and science teachers’ attitudes and classroom practices associated with controversial issues. The study is a qualitative research based on data collected through interviews and observation. Social studies and Science teachers participated in the current study which was conducted in Kirsehir, a city in the center of Turkey, during the 2012-2013 academic years. Data were collected through classroom observation and interviews with teachers. In this study, teachers' positioning during controversial issues are determined by Kelly's (1986) positioning classification: Exclusive Neutrality, Exclusive Partiality, Neutral Impartiality, and Committed Impartiality. According to results of the research, violence against women, education system, terrorism and nationalism are the leading issues among the controversial issues that both social studies and science teachers listed in … |
| Anahtar Kelimeler |
| Controversial | Science | Social studies | Teacher | Turkey |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| SCOPUS | 16 |
| Google Scholar | 50 |