An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching
  
Yazarlar (2)
Mutlu Aksoy Bayburt Üniversitesi, Türkiye
Prof. Dr. Tuncay CEYLAN Atatürk Üniversitesi, Türkiye
Makale Türü Açık Erişim Özgün Makale (ESCI dergilerinde yayınlanan tam makale)
Dergi Adı Education Research International
Dergi ISSN 2090-4010 Wos Dergi Scopus Dergi
Dergi Tarandığı Indeksler Emerging Sources Citation Index, Web of Science, Scopus
Makale Dili İngilizce Basım Tarihi 10-2021
Cilt / Sayı / Sayfa 2021 / 0 / – DOI 10.1155/2021/9943194
Makale Linki http://dx.doi.org/10.1155/2021/9943194
Özet
The aim of this research is to reveal how communication and interaction in classrooms can be enhanced with the communicative approach education provided for social studies teachers. The participants of this research were five social studies teachers working at secondary schools and their 7th grade students, N = 110. The data collection tools adopted in this research were video and audio recordings, documents, semistructured interview forms, and stimulated recall interview forms. The data obtained from recordings of lessons were analyzed using the communicative approach, and the data obtained from document review and interview were analyzed using the content analysis method. The results of the study show that social studies curriculum contains items that require both dialogical and authoritative discourses and that the course books are prepared accordingly, but teachers as the practitioners of the program do not conduct their lessons accordingly. Instead, all the teachers participating in the research used only authoritative (interactive/noninteractive) approaches and they did not include dialogical (interactive/noninteractive) approaches at all. This situation, which is seen as a problem in terms of conducting successful in-class communication and interaction, has been solved in three action cycles with one of the teachers. The teacher who used only authoritative (interactive/noninteractive) approaches in her lessons prior to the trainings started to include dialogical (interactive/noninteractive) approaches too. It was also observed that the teacher’s impression of the lessons carried out by adopting the communicative approach model was positive. As a result of the research, it was concluded that the communicative approach model is applicable in the social studies course. It can be said that the trainings given to the teachers created awareness about the use of the communicative approach model in classroom communication and interaction and provided benefits in diversifying discourse styles.
Anahtar Kelimeler
BM Sürdürülebilir Kalkınma Amaçları
Atıf Sayıları
An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

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İletişim
  • Kırşehir Ahi Evran Üniversitesi Bağbaşı Yerleşkesi, 40100, KIRŞEHİR \ TÜRKİYE
  • unis@ahievran.edu.tr
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