Social Sciences Education Practices: Cognitive Perceptions of Prospective Classroom Teachers

Tezcan Ö., Ütkür Güllühan N.

SOCIAL STUDIES, cilt.111, ss.249-261, 2020 (ESCI İndekslerine Giren Dergi)

  • Cilt numarası: 111 Konu: 5
  • Basım Tarihi: 2020
  • Sayfa Sayıları: ss.249-261


There are many factors that affect the perceptions of students enrolled in the classroom

teaching programs of education faculties concerning the concept of social studies teaching.

The most important of these factors are the instructors they observed in the faculty and

their previous educational lives. In this context, this study aimed to determine the characteristics

of “an ideal social studies instruction” according to the cognitive structures of prospective

teachers and to model an ideal social studies instructor according to these

qualities. This research was designed as a case study, which is one of the qualitative

research designs. The study group was selected by criterion sampling and consisted of 121

prospective teachers in their final year at two state universities located in the Marmara

region of Turkey. A word association test, an open-ended questionnaire, and student drawings

were used as data collection tools. When the results of the study were examined, the

concepts of history, society, culture, people, and geography came to the forefront in the

participants’ cognitive perceptions toward social studies. It was determined that the characteristics

they attributed to an ideal social studies instructor were gathered under the standard

of professional responsibility and informed action. The student drawings revealed that

the instructor figures were mostly well-groomed and smiling, they were usually shown in

museums and historical buildings. Lastly, as future social studies instructors, the prospective

teachers felt adequate in terms of the professional responsibility and informed action standard,

and inadequate concerning the content knowledge standard.