International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2020, Vol. 15(3) 56-69

Prospective Teachers’ Views on Story Use in Social Studies Teaching

Tuğba Sömen

pp. 56 - 69   |  DOI: https://doi.org/10.29329/epasr.2020.270.3   |  Manu. Number: MANU-2005-26-0005.R1

Published online: September 24, 2020  |   Number of Views: 57  |  Number of Download: 241


Abstract

Including literature and various disciplines, social studies courses given with literary works during the course allow students to develop their intellectual skills and increase interest in the course. The story which has an essential place in the literary products used in the course of social studies possess a facilitating effect on the transfer of social rules and culture to younger generations, helps students understand different ages and places, and plays a role on making divisions between the true and false or the good and evil. Hence, it is crucial to select the right story with the appropriate content for the course. In this sense, the research aims to determine prospective teachers’ views on story usage in social studies lessons. A case study pattern was adopted within the scope of the descriptive approach. The study group  consists of 19 prospective teachers in the final year in Social Studies Education Department at state university in Turkey (Kafkas University).A semi-structured interview form prepared by the researcher was used in collecting the data. The researcher utilized descriptive and inferential codes that emerged during the analysis to explain the qualitative data and correlations. In light of the data, prospective teachers stated that the stories to be used in the social studies course should be appropriate for the social studies course achievement and grade level. Additionally, the participant teachers think that stories can be useful in ensuring the permanence of the information learned and drawing attention during the lesson. Also, prospective teachers expressed that the stories that are not used correctly and effectively could interfere with the course's goals or distract students.

Keywords: Story, Social Studies Course, Prospective Teacher


How to Cite this Article?

APA 6th edition
Somen, T. (2020). Prospective Teachers’ Views on Story Use in Social Studies Teaching . Educational Policy Analysis and Strategic Research, 15(3), 56-69. doi: 10.29329/epasr.2020.270.3

Harvard
Somen, T. (2020). Prospective Teachers’ Views on Story Use in Social Studies Teaching . Educational Policy Analysis and Strategic Research, 15(3), pp. 56-69.

Chicago 16th edition
Somen, Tugba (2020). "Prospective Teachers’ Views on Story Use in Social Studies Teaching ". Educational Policy Analysis and Strategic Research 15 (3):56-69. doi:10.29329/epasr.2020.270.3.

References
  1. Akdag, H. (2009). The definition, purpose, and importance of social studies place in Turkey. Refik Turan, Ali Murat Sünbül, and Hakan Akdağ. (Ed.). New approaches in Social Studies Education-I (First Edition) (p.1-24). PegemA Publishing. [Google Scholar]
  2. Arslan, E. (2014). The effect of the story telling methods in the middle school 7. grade students' academic success in social studies lesson (Unpublished master thesis). Gaziantep University, Institute of Educational Science, Gaziantep.  [Google Scholar]
  3. Bacak, S. (2008). The effects of the storyline method of the achievement and creativity on the students in primary schools’ 5. class in social studies lesson (Unpublished master thesis). Celal Bayar University, Institute of Social Sciences, Manisa. [Google Scholar]
  4. Ata, B. (2000). İsmayil Hakki Baltacioglu and teaching history. Journal of Turkish Culture, 450, 590-602.  [Google Scholar]
  5. Beldag, A. & Aktas, E. (2016). Using literary texts to teach social studies: a qualitative study. Erzincan University Journal of Education Faculty 18(2), 953-981. Doi: 10.17556/jef.72887. [Google Scholar]
  6. Bisland, B. M. L. (1999). " Lysbet and the fire kittens": a historical ınquiry. Social Studies and the Young Learner, 11(4), 1-4. [Google Scholar]
  7. Buyukozturk, S., Kilic Cakmakci, E., Akgun, O.E., Karadeniz, S. & Demirel, F. (2010). Scientific research methods. PegemA. [Google Scholar]
  8. Ciravoglu, Ö. (2000). Children's literature. Esin publishing. [Google Scholar]
  9. Common, D. L. (1986). Students, stories, and the social studies, The Social Studies, 77(6). 246-248. doi: 10.1080/00377996.1986.9957435. [Google Scholar] [Crossref] 
  10. Demir, S. B. & Akengin, H. (2014). Teaching social studies with stories. PegemA. [Google Scholar]
  11. Demircioglu, H., Demircioglu, G. & Ayas, A. (2006). Storylines and chemistry teaching. H.U. Journal of Education, 30, 110-119. [Google Scholar]
  12. Dilek, D. & Sogucakli Yapici, G. (2005). History teaching approach with stories. Dokuz Eylul University, Buca Faculty of Education Journal, 18, 115-130. [Google Scholar]
  13. Erbaş, Y.H. (2019). Teaching diversity: Elementary school teachers' opinions and experiences on the use of multicultural children’s books. International Social Sciences Studies Journal, 5(29), 404-409. http://dx.doi.org/10.26449/sssj.1226 [Google Scholar]
  14. Erkus, A. (2009). Scientific research process for behavioral sciences. Ankara: Seckin publishing. [Google Scholar]
  15. Guleryuz, H. (2002). Creative children's literature. PegemA.  [Google Scholar]
  16. Hwang, H. S. (2017). Using stories for teaching primary social studies. HSSE Online, 6(2), 64-78. [Google Scholar]
  17. Islamoglu, H. (2009). Research methods in social sciences. Beta publishing. [Google Scholar]
  18. Kayahan, Z. (2010). The creativity of the method of story telling during the lesson of the education of visual arts of fıfth grade students of primary education (Unpublished master thesis). Gazi University, Institute of Education Sciences, Ankara. [Google Scholar]
  19. Merriam, S.B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1 (1), 1-17. [Google Scholar]
  20. Merriam, S.B. (1998). Qualitative Research and Case Study Application s in Education. Revised and Expanded from ”Case Study Research in Education.”. Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104. [Google Scholar]
  21. Merriam, S.B. (2013). Qualitative research: A guide for design and application. Trans. Ed. Selahattin Turan). Nobel Publishing. [Google Scholar]
  22. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2th Edition). Thousand Oaks, California: SAGE Publications, Inc. [Google Scholar]
  23. Ministry of Education. (2018). Social studies curriculum. Devlet Kitapları Pulishing. [Google Scholar]
  24. Nelson, L. R. & Nelson, T. A. (1999). Learning history through children’s literature. ERIC Digest, ERIC Clearinghouse For Social Studies / Social Science Education, Bloomington, IN. (BBB24392), Washington. [Google Scholar]
  25. Ozkaya, N. (1985). Annotated story anthology. Otuken publishing. [Google Scholar]
  26. Robson, C. (2015). Real world research: A resource for social scientists and practitioner-- researchers (Trans. S. Cinkir & N. Demirkasımoglu). Anı Publishing. [Google Scholar]
  27. Raines, S. C. & Isabell, R. (1999). Tell it again: easy to tell stories with activities for young children. Beltsville, MD: Gryphon House.  [Google Scholar]
  28. Savage, M. K. & Savage, T. V. (1993). Children’s literature in middle school studies. The Social Studies, 84 (1), 32-36. doi: 10.1080/00377996.1993.9956244. [Google Scholar] [Crossref] 
  29. Sidekli, S., Tangulu, Z. & Yangin, S. (2013). Social studies teaching: my teacher, can you tell me a story? Usak University Journal of Social Sciences, 6(4), 311-323.  [Google Scholar]
  30. Sonmez, V. & Alacapinar, F.(2014). Sampled scientific research methods. Anı Publishing. [Google Scholar]
  31. Simsek, A. (2006). The opinions of students about historical story in social studies in elementary schools. Gazi University Journal of Gazi Educational Faculty, 26(1), 187-202. [Google Scholar]
  32. TDK. (2015). Great Turkish dictionary. Turkish Language Society publishing. [Google Scholar]
  33. Tunnell, M. O. & Ammon, R. (1993). The story of ourselves: teaching history through children's literature. Portsmouth, NH: Heinemann. [Google Scholar]
  34. Turan, M. (2015). The importance of the historical novels in teaching of social studies at 4th grades in primary school (Unpublished master thesis). Giresun University, Institute of Social Sciences, Giresun. [Google Scholar]
  35. Unver, E. (2015). The effect of narrative tecnique on learning the concepts of digestive system of fifth grade students (Unpublished master thesis). Ege University, Institute of Social Sciences, Izmir.  [Google Scholar]
  36. Yesilbursa, C. C. & Sabanci, O. (2015). Pre-service social studies teachers’ views on using of literary works in social studies teaching. Mehmet Akif Ersoy University Journal of Education Faculty, 36, 19-33. [Google Scholar]
  37. Yildirim, A., & Simsek, H. (2008). Qualitative research methods in social science. Seckin publishing. [Google Scholar]