Eğitim Bilimleri Araştırmaları - I
Educational Sciences Research - I
Contributor(s): Önder Baltacı (Editor)
Subject(s): Education, School education, Higher Education , State/Government and Education, ICT Information and Communications Technologies, Sociology of Education, Distance learning / e-learning, Pedagogy
Published by: Özgür Yayın Dağıtım Ltd. Şti.
Keywords: education; school education; pedagogy; digital technologies; e-learning;
Summary/Abstract: Dünyada son yıllarda eğitim anlayışı büyük bir değişim sürecinden geçiyor. Geleneksel sınıf ortamından uzaklaşarak, çevrimiçi öğrenme ve dijital teknolojilerin kullanımı giderek yaygınlaşıyor. Bu sayede öğrenciler, farklı zamanlarda ve yerlerde derslerine erişebiliyor ve öğrenme sürecini kendi hızlarında tamamlayabiliyorlar. Ayrıca, öğretmenler de öğrencilerin öğrenme ihtiyaçlarına daha hızlı ve etkili bir şekilde yanıt verebiliyorlar. Bunun yanı sıra, eğitimde öğrenci merkezli yaklaşımlar da önem kazanıyor. Bu yaklaşımla birlikte, öğrencilerin öğrenme sürecinde daha aktif rol almaları ve kendi öğrenme stratejilerini belirlemeleri hedefleniyor. Tüm bu değişimler, eğitim sisteminin öğrenci odaklı, esnek ve yenilikçi bir hale gelmesine yardımcı oluyor. Eğitim sistemindeki değişimlerin yanı sıra, öğretmenlerin mesleki gelişimlerinin de sağlanması öğrencilerin daha etkili ve öğrenci odaklı bir eğitim almasına yardımcı olmaktadır.Öğretmen yetiştirme programları dünya genelinde birçok ülkede yeniden gözden geçirilmekte ve güncellenmektedir. Bu yenilikler, öğretmenlerin daha etkili ve öğrenci odaklı bir eğitim sunmasına yardımcı olmayı hedeflemektedir. Bu amaçla, öğretmenlerin öğrenci ihtiyaçlarını karşılayabilecekleri öğrenme materyalleri, araçlar ve teknolojiler hakkında bilgilendirilmeleri sağlanmaktadır. Ayrıca, öğretmenlerin mesleki gelişimlerini sağlamak amacıyla mentorluk, eşleştirme ve düzenli geri bildirimlerin de dahil olduğu çeşitli destek programları da uygulanmaktadır. Bu programlar, öğretmenlerin sınıflarında daha verimli ve başarılı olmalarına yardımcı olmakta ve öğrencilerin öğrenme deneyimlerini geliştirmektedir. Öğretmen yetiştirme programları, eğitim bilimlerinin sağladığı araştırmaları kullanarak öğretmenlerin sınıflarında daha etkili bir şekilde çalışmalarını sağlayarak öğrencilerin öğrenme deneyimlerini geliştirmeyi amaçlar.Eğitim bilimleri ve öğretmen yetiştirme, modern eğitim sisteminin temel taşlarından biridir. Bu alan, öğretmenlerin, öğrencilerin öğrenme ihtiyaçlarına daha iyi yanıt vermek için ihtiyaç duydukları bilgi ve becerileri kazanmalarını sağlar. Eğitim bilimleri, öğrenci öğrenmesinin işleyişini ve öğrenme sürecindeki faktörleri araştırırken, öğretmen yetiştirme ise öğretmen adaylarının eğitim becerilerini ve pedagojik yaklaşımlarını geliştirerek öğretmenlerin sınıflarında daha etkili bir şekilde çalışmalarına yardımcı olur. Öğretmen yetiştirme programları, öğretmen adaylarına, öğrencilerin öğrenme stilleri, öğretim stratejileri ve etkili sınıf yönetimi gibi konularda eğitim verirken, aynı zamanda işbirliği, liderlik ve etik değerler gibi becerilerin de geliştirilmesine önem verir. Bu şekilde, öğretmenler, öğrencilerinin başarısını artırmak ve daha sağlıklı bir eğitim ortamı yaratmak için donanımlı hale gelirler.Bu kitap, eğitim bilimleri ve öğretmen yetiştirme temel alanına özgü alt disiplin alanları ile ilgili çalışmaları bir araya getirerek, bilim insanlarının güncel araştırmalarını sunmayı amaçlamaktadır. Kitabımız, özellikle eğitim bilimleri ve öğretmen yetiştirme alanında araştırma yapmak isteyen akademisyenlere ilham kaynağı olmayı hedeflemektedir. Ayrıca, okurlar için faydalı bir kaynak olarak da kullanılabileceğini düşünüyoruz. Kitabın ortaya çıkmasında yazılarıyla katkı sunan yazarlara ve hazırlanmasında emeği geçen herkese teşekkür ederiz.
- E-ISBN-13: 978-975-447-606-4
- Print-ISBN-13: 978-975-447-606-4
- Page Count: 242
- Publication Year: 2023
- Language: Turkish, English
Bilimin Doğasını Anlama ve Uygulama: Fen Öğretmenlerinin Argümantasyona Dayalı Profesyonel Gelişim Deneyimi
Bilimin Doğasını Anlama ve Uygulama: Fen Öğretmenlerinin Argümantasyona Dayalı Profesyonel Gelişim Deneyimi
(Understanding and Enactment of Nature of Science: Science Teachers' Professional Development Experience on Argumentation)
- Author(s):Özden Şengül, Patrick J. Enderle, Renee Schwartz
- Language:Turkish
- Subject(s):Education, School education, Vocational Education, Sociology of Education
- Page Range:1-21
- No. of Pages:21
- Keywords:education; professional development; science; teachers;
- Summary/Abstract:This study explores how science teachers’ explicit argumentation instruction influence their nature of science (NOS) understanding and its enactment through a professional development program. The study has a multiple-case study approach with conveniently selected four science teachers. These teachers were from the same school district in the southeast of the United States. Qualitative data were collected through views of nature of science (VNOS) questionnaire and semi-structured interviews to assess the changes in teachers’ views of NOS from the beginning to the end of the study. Teachers’ integration of NOS was examined through classroom observation by taking field notes. The data analysis was conducted through descriptive statistics and constant-comparative method: scores were assigned for the participants’ responses on the VNOS questionnaire, and the frequency of the codes were examined to develop categories and themes. The results presented that four science teachers could not demonstrate substantial changes in their views of NOS; their understandings of the aspects of science were mixed by the end of the study. They showed consistently naive and mixed views, but also there were slight positive or negative changes. For the implementation, science teachers’ use of NOS was different: even though two teachers integrated the characteristics of science explicitly, the other two teachers did not present explicit NOS instruction. The study makes a case for professional development of in-service science teachers. Science teachers should be supported to understand and enact NOS through research-based strategies and explicit NOS instruction approach such as conceptual change framework.
Eğitim Alanında Metaverse Kullanımı
Eğitim Alanında Metaverse Kullanımı
(Use of Metaverse in Education)
- Author(s):Cansu Şahin Kölemen
- Language:Turkish
- Subject(s):Education, ICT Information and Communications Technologies, Sociology of Education, Distance learning / e-learning
- Page Range:23-38
- No. of Pages:16
- Keywords:education; metaverse; technology; teaching process; learning process;
- Summary/Abstract:Metaverse is a technology that offers the possibility of realizing in a virtual way for situations that would not be possible, independently or dependent on the real world. In addition, it supports the socialization of individuals, the formation of their self-identities, the development of their self-efficacy and the revealing of their emotions. Contrary to the positive aspects it brings to this individual, the negative aspects of the metaverse are the use of technology for profit, the inability of individuals to adapt to technology quickly, and the deficiencies experienced in terms of content. Metaverse is starting to become widespread in every field due to its positive aspects. One of these areas is education. Because education should be suitable for the conditions of the current age and to meet the future needs. This is because one of the goals of education is to raise individuals who meet the needs of society. It should be integrated into the metaverse education-teaching process for the needs of the age we live in. In the learning process, the goals that the learner has difficulty in understanding can be made understandable with the metaverse. In order to eliminate the metaverse learning problem in education, it helps in facilitating and concretizing teaching so that learning can be permanent. In this way, the metaverse helps learners to move away from rote learning and to synthesize the new information they have acquired with previous information. From this point of view, the aim of this study is to contribute to the educational sciences literature of the concept of metaverse and its use. In the research, the review of the literature was made by the method of compilation.
Matematik Sembol Bilgisi ve Kullanımı
Matematik Sembol Bilgisi ve Kullanımı
(Mathematics Symbol Knowledge and Usage)
- Author(s):Ömer Faruk Çetin
- Language:Turkish
- Subject(s):Education, School education, Higher Education , Transformation Period (1990 - 2010), Pedagogy
- Page Range:39-77
- No. of Pages:39
- Keywords:education; mathematics; mathematical symbols; teaching;
- Summary/Abstract:The aim of this study is to determine the mathematical symbols that the students enrolled in mathematics teaching and mathematics programs in 2005, 2006, 2007, 2008 and 2009 knew before university and the meanings they attributed to these symbols. The research is a longitudinal study, and it was carried out over a period of 5 years, namely 2005, 2006, 2007, 2008, 2009. The study was conducted with the case study model. The research was conducted with a total of 524 first-year students enrolled in the Primary Education Mathematics Teaching Program of the Faculty of Education and the Mathematics Program of the Faculty of Arts and Sciences of a University located in the Eastern Anatolia Region, determined by the purposeful sampling method. In the research, "mathematics background information" form was used as data collection tools. The data were analyzed by descriptive analysis. The results of the study show that 524 participants used mathematical symbols 5703 times by attributing the correct meaning, and on average, one participant used 11 mathematical symbols with the correct meaning. Again, the results of the research show that the participants used a total of 106 mathematical symbols and 13 Greek letters with the correct meaning, and the combination symbol was used at most 240 times. Again, although the results are small compared to the number of participants, some of the participants used 14 software that does not meet a mathematical concept but can meet a definition and will not be considered a mistake, 21 times in total. The results show that the participants attributed a total of 42 different meanings to the 12 mathematical symbols. A total of 238 different meanings were loaded. According to the results of the research, the participants attributed a total of 56 wrong meanings to 21 mathematical symbols and used 4 abbreviations and punctuation marks, which would not be considered as mathematical symbols, a total of 4 times. Again, the results show that the participants corresponded to 16 mathematical concepts with a total of 55 different symbols, signs or letters. Different symbols, signs or letters correspond to a total of 1300 mathematical concepts. Some participants are not even aware that they are using a mathematical symbol.
Uzaktan Eğitimde Sanal Sınıflar
Uzaktan Eğitimde Sanal Sınıflar
(Virtual Classrooms in Distance Education)
- Author(s):Cemal Tatlı
- Language:Turkish
- Subject(s):Education, School education, ICT Information and Communications Technologies, Distance learning / e-learning
- Page Range:79-99
- No. of Pages:21
- Keywords:education; virtual classrooms; distance education;
- Summary/Abstract:With the development of technology, many learning activities that were traditionally conducted in face-to-face environments can now be carried out in virtual environments. This has led to the frequent use of virtual classroom applications in distance education. Virtual classroom applications make the learning process more flexible and interactive for students, while also providing teachers with more efficient ways to manage their lessons. Through these applications, students have the opportunity to participate in classes more comfortably, access course materials more easily, and keep track of their assignments more regularly. Teachers, on the other hand, are able to prepare course materials more quickly and easily, evaluate students' assignments more efficiently, and interact with students more easily. However, there are also challenges associated with using virtual classroom technology, such as internet connectivity issues, technological limitations, and technical difficulties. Some commonly used virtual classroom applications include Google Classroom, Zoom, Blackboard, Moodle, and Edmodo. These applications are chosen for their features, ease of use, reliability, and tools for increasing student-teacher interaction. Distance education and virtual classroom applications play an important role in education, and their use is expected to become even more widespread in the near future. Therefore, research has been conducted to provide content for designing and implementing educational programs for distance education and virtual classroom applications, to create a theoretical framework, and to offer a perspective on technologies that can be used in distance education practices.
Açık ve Uzaktan Öğrenmede Büyük Veri
Açık ve Uzaktan Öğrenmede Büyük Veri
(Big Data in Open and Distance Learning)
- Author(s):Hanife Çivril
- Language:Turkish
- Subject(s):Education, Higher Education , ICT Information and Communications Technologies, Distance learning / e-learning
- Page Range:101-119
- No. of Pages:19
- Keywords:education; big data; distance learning;
- Summary/Abstract:Big data refers to a large amount of data, structured or unstructured, from a variety of sources. These data may be too large, complex or rapid to be managed with traditional data management tools. Big data analytics aims to identify different relationships and patterns within these data sets and to obtain meaningful information from these data. Various sectors such as finance, health, production, transportation and commerce benefit from the value of the data produced in increasing amounts. Big data has the potential to provide valuable insights to organizations to facilitate decision making, improve products and services, increase efficiency, or identify and solve problems. Another sector where big data is used is education. Higher education institutions collect more data than ever before, as they use digital media for various purposes, especially for the storage of student data. Large amounts of data have the capacity to provide valuable information about the learning process to key education stakeholders such as students, faculty, administrators, instructional designers, and provide several benefits. In this study, the use of big data in open and distance learning is discussed and examples of applications in the world are given. In addition, the study summarizes the difficulties encountered in accessing, analyzing and using big data.
Uzaktan Eğitimde Akademik Dürüstlük: Geleneksel ve Yenilikçi Yaklaşımlar
Uzaktan Eğitimde Akademik Dürüstlük: Geleneksel ve Yenilikçi Yaklaşımlar
(Academic Honesty in Distance Education: Traditional and Innovative Approaches)
- Author(s):Emine Aruğaslan
- Language:Turkish
- Subject(s):Education, Ethics / Practical Philosophy, Higher Education , Distance learning / e-learning
- Page Range:121-149
- No. of Pages:29
- Keywords:education; distance education; academic honesty;
- Summary/Abstract:Academic honesty is the right and fair behavior of students and instructors by following ethical principles and rules in the learning and teaching processes. It includes behaviors such as not plagiarizing, doing homework, projects and exams by the student himself, and not cheating. It is important for students to follow the rules of academic honesty, to have a successful educational experience and for their future careers. Academic honesty is an issue that must be taken into account for all educational levels and types of teaching. Especially in distance education systems, the issue of academic honesty should be discussed by researchers and studies should be carried out to increase academic honesty. The aim of this study is to increase students' awareness of academic honesty in distance education and to determine effective strategies that they can use in this field. In the study, the role and responsibilities of instructors and educational institutions in distance education were also examined. It is thought that this study will be a useful resource for researchers interested in academic honesty in distance education.
Determining the Playing Habits of Children in Our Country for the Future of E-Sports
Determining the Playing Habits of Children in Our Country for the Future of E-Sports
(Determining the Playing Habits of Children in Our Country for the Future of E-Sports)
- Author(s):Sümeyye Korkmaz Sarıcalar, Aykut Çatak
- Language:English
- Subject(s):Sociology, Social Informatics, Sports Studies, ICT Information and Communications Technologies
- Page Range:151-168
- No. of Pages:18
- Keywords:education; e-sports; digital generation; Information Technologies;
- Summary/Abstract:The aim of the article is to determine the gaming habits of the digital generation. Within the scope of TURKSTAT 2013 and 2021 Household Information Technologies Usage Survey, data on children's use of digital technologies were collected and analyzed. In this context, within the scope of the Household Information Technologies Usage Survey conducted in 2013 and repeated in 2021 by TURKSTAT, which creates a large data network with directorates in different regions in a wide scope, analyzes were made by using the data collected on the use of digital technologies by children aged 6-15 years. With this data analysis, a 32% increase was observed in the internet usage characteristics of the digital generation from 2013 to 2021, and this increase rate was found to be similar according to gender. In the same years, the internet usage habits (gender) of the digital generation were approximately 92% for boys and 90% for girls, and this rate converged to 98% in 2021 and the digital generation had internet usage habits (use time) almost every day (90%, 1), among the internet usage purposes of the young population/digital generation, participation in online classes with 86.2% and applying for homework and learning purposeswith 83.6% are included, followed by playing games and downloading games with 66.1%. is doing. The smart phone usage habits of the digital generation (gender and age range) are higher and 75% between the ages of 11-15, 64.4% for the whole age group (6-15). Participating in online classes, studying, and preparing homework/presentations take place at the top of the smartphone usage features of the digital generation. In 2021, playing games with a smartphone is more common in boys than girls in the 6-10age group, with approximately 70%. The daily frequency of playing digital games (hours) of the digital generation is 66.4% almost every day for 2 hours in all of them and at most in the 11-15 age group, and it is 72.2% for men in this group, around 3 hours on weekdays and at the end of the week. In the preference of digital game playing genres, war games lead, sports games come after adventure/action games. Considering that the age of starting an e-sports career is 16-17, it is understood that children between the ages of 6-15 acquire the habit of playing games and this age is important for participation in e-sports. It is important for children in this age group to have a high habit of playing digital games and to enjoy playing games (online/off), to be directed to the field of e-sports in a safe environment and to reach certain points on behalf of our country in this field.
Çocuk Kitaplarının Konuyu Zayıflatan Öğeler Bakımından İncelenmesi
Çocuk Kitaplarının Konuyu Zayıflatan Öğeler Bakımından İncelenmesi
(Examining Children's Books on Factor which Reduces the Configuration of the Topics)
- Author(s):Ayşe Özgül İnce Samur
- Language:Turkish
- Subject(s):Education, Preschool education, School education, State/Government and Education
- Page Range:169-184
- No. of Pages:16
- Keywords:education; children's book; examination; school books;
- Summary/Abstract:In this study, a total of 20 books, 10 preschool, 5 primary and 5 secondary school, from randomly selected bookstores selling books on the network, were examined in terms of elements (exaggerated curiosity, randomness, emotionality) that weakened the structuring of the subject. In the study, 20 books were analyzed with descriptive analysis method. In the books, the elements that weaken the structuring of the subject were determined, and then frequency tables were made. As a result of the study, it was determined that the items that weakened the subject were mostly included in the pre-school, primary and secondary school books in the 20 books examined. Depending on the results of the study, some suggestions are given.
Nüfus Coğrafyası Dersi Uygulamalarının Öğrencilerin Demografik Veri Araştırma Becerisine Etkisi: Türkiye İstatistik Kurumu Verileri
Nüfus Coğrafyası Dersi Uygulamalarının Öğrencilerin Demografik Veri Araştırma Becerisine Etkisi: Türkiye İstatistik Kurumu Verileri
(The Effect of Population Geography Course Applications on Students' Demographic Data Research Skills: Turkish Statistical Institute Data)
- Author(s):Vedat Şahin
- Language:Turkish
- Subject(s):Education, Geography, Regional studies, Demography and human biology, Sociology of Education, Pedagogy
- Page Range:185-196
- No. of Pages:12
- Keywords:education; population geography; population; demographic data research;
- Summary/Abstract:Population geography analyses the geographical distribution of population and explains the causal links related to this distribution. It is important to obtain accurate and reliable demographic data in terms of population geography. These data can be collected by many institutions and organisations. In Turkey, the largest and most comprehensive collection of primary data on population is the Turkish Statistical Institute. Population geography education is one of the important issues of the academic world today. While giving this education, it is beneficial for learning to realise some subjects as practical. As a matter of fact, studies have shown that teaching by doing approach in geography teaching increases learning. The main purpose of this study is to evaluate the ability of university students to research and apply demographic data in the context of Turkish Statistical Institute data. Descriptive survey model was used in the study. The study was applied to students taking population geography course. In this sense, the affinity sampling method was used in the sample selection in the study. In order to obtain the data, a questionnaire containing 5-point Likert-type statements developed by the researcher was used. According to the results of the research, geography department students think that the studies on demographic data research and application in population geography teaching improve their skills.
Osmanlı Devleti Son Dönem Dil Politikası ve Türkçe Eğitimi
Osmanlı Devleti Son Dönem Dil Politikası ve Türkçe Eğitimi
(Ottoman State Last Period Language Policy and Turkish Education)
- Author(s):Tuğba Şimşek
- Language:Turkish
- Subject(s):Education, History of Education, State/Government and Education, The Ottoman Empire, Turkic languages
- Page Range:197-211
- No. of Pages:15
- Keywords:education; The Ottoman Empire; Turkish Education; Language policy;
- Summary/Abstract:Language is one of the unifying elements of societies. The Ottoman Empire also became aware of this feature of the language, especially in its last periods. Intellectuals and statesmen developed language policies; They pioneered the conduct of studies related to Turkish. In this study, descriptive analysis method, one of the qualitative research methods, was used and content analysis was also used. Archive documents and printed and electronic resources related to the subject were scanned. By making use of the studies in the literature, the language policy of the last period of the Ottoman Empire and the parts related to Turkish education in the 1869 Maarif-i Umumiye Nizamnamesi were examined. In conclusion; The administrators of the Ottoman Empire saw Turkish as a unifying element in order to ensure the unity and peace of the people. As a result of the long Turkish discussions, the official language was Turkish with the first constitution, Kanun-ı Esasi, and many regulations were made in this regard. Teaching Turkish to the new generation has been the primary goal. Especially in schools, Turkish lessons have been made compulsory. Turkish had an important place in the Ordinance of General Education in 1869. However, financial inadequacies and shortage of teachers made the implementation of the legislation difficult. It has been tried to spread Turkish through measures such as the simplification of the language, the increase of translated works, the encouragement of copyrighted works, the training of Turkish teachers, the fact that those who do not speak Turkish are not allowed in schools and cannot be civil servants, posters and announcements are in Turkish.
Soru Sorma Stratejileri ve Türkçe Öğretiminde Kullanımı
Soru Sorma Stratejileri ve Türkçe Öğretiminde Kullanımı
(Questioning Strategies and Their Use in Turkish Teaching)
- Author(s):Remzi Can
- Language:Turkish
- Subject(s):Education, School education, Turkic languages, Pedagogy
- Page Range:213-222
- No. of Pages:10
- Keywords:education; learning; teaching; questioning strategies; Turkish teaching;
- Summary/Abstract:As an indispensable element in learning-teaching process, asking question is one of the most frequently used techniques in almost all classes. Questions are used at all stages of a class such as to introduce the subject, to deepen the thought and reach a conclusion, to summarize and evaluate the subject. The questions, which act as a bridge between the student, the subject, and the teacher, are used not only for teaching purposes but also for evaluation purposes. Turkish language teachers definitely use the questioning technique in the teaching of four basic language skills (reading-listening-speaking-writing). Both for teaching and evaluating what is learned at every stage of the Turkish class, questioning technique is used to prepare the student to teach the text with preparatory questions, to measure the level of students' understanding of the texts after reading and listening texts are taught, to make the students speak and to improve their speaking skills. Turkish teachers should improve themselves on questioning strategies. It would be beneficial for Turkish language teachers to know question types and how questions are classified to have a good command of cognitive levels and to consider them while preparing questions.
Avrupa Konularının Öğretiminde Sosyal Bilgiler Dersinin Önemi
Avrupa Konularının Öğretiminde Sosyal Bilgiler Dersinin Önemi
(Importance of Social Studies Course in Teaching European Subjects)
- Author(s):Ali Yalçın
- Language:Turkish
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:223-242
- No. of Pages:20
- Keywords:education; Social Studies; teaching; European subjects;
- Summary/Abstract:Tarih boyunca en önemli bilgi edinme materyallerinden biri olan ders kitapları, bireylerin öğrenme düzeyini olumlu etkiler. Ders kitaplarında yer alan bilgilerin anlatış ve sunuş tarzı karakter oluşumuna da etki eder. Bu bağlamda araştırma Sosyal Bilgiler ders kitapları ve içinde yer alan Avrupa konularına odaklanmıştır. Bu araştırmanın amacı Sosyal Bilgiler ders kitaplarında Avrupa konularını belirlemek ve ders kitaplarının geliştirilmesine yönelik yapıcı öneriler sunmaktır. Araştırma nitel araştırma modeline göre tasarlanmış ve doküman incelemesi yöntemi kullanılmıştır. Veriler, dokümanlar yoluyla toplanmış ve betimsel analiz tekniğine göre çözümlenmiştir. Araştırmanın bulgularına göre. 4. sınıf Sosyal Bilgiler ders kitabında, çocukların Avrupa konularına yönelik farkındalıklarını arttırmak adına temel düzeylerde bilgilere yer verilmiştir. Özellikle kültürel, ticari, ekonomi ve askeri ağırlıklı konular olduğu belirlenmiştir. Yine benzer bir şekilde 5, 6 ve 7. sınıf Sosyal Bilgiler ders kitabında kültürel, turizm, ekonomi ve siyasi ağırlıklı konuların olduğu saptanmıştır. 4, 5 ve 6. sınıf ders kitaplarındaki Avrupa’ya ait konuların sayıları, birbirine yakın olduğu sonucuna ulaşılmıştır. Avrupa ve Türkiye ilişkilerini anlatan konuların en çok yer aldığı sınıf düzeyi, 7. sınıf Sosyal Bilgiler ders kitaplarıdır. Bireylerin Avrupa ve Türkiye ilişkilerini daha iyi anlamaları ve kavramaları için güncel ve eğitici bilgilerle Sosyal Bilgiler ders kitapları geliştirilmelidir.
