Pedagogical Perspective

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Editor in Chief

Erhan YAYLAK, Ph.D., Ordu University, Turkey

Associate Editors

Filiz ZAYİMOĞLU ÖZTÜRK, Ph.D., Ordu University, Turkey

Talip ÖZTÜRK, Ph.D., Ordu University, Turkey

Aim and Scope

Pedagogical Perspective (PedPer) is an international, double blind reviwing, non-profit, professional scientific journal. PedPer is a journal that accepts manuscripts related to pedagogy and education. PedPer takes an interdisciplinary approach to its general aim of promoting an open and continuing dialogue about the current educational issues and future conceptions of educational theory and practice in an international context. In order to achieve that aim, PedPer welcomes diverse disciplinary, theoretical, and methodological perspectives. Manuscripts should focus on critical pedagogy, multicultural education, new literacies, curriculum and instruction cross-cultural issues in education, theory and practice in educational evaluation and policy, communication technologies in education, postmodernism, and globalization education. The manuscript accepted to PedPer will be given DOI numbers and then published free of charge. PedPer is an international peer-reviewed journal published two times a year in June and December.
Supervisors: Erhan YAYLAK, Filiz ZAYİMOĞLU ÖZTÜRK, and Talip ÖZTÜRK

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Önder Çangal

GAZİANTEP ÜNİVERSİTESİ

Banu Ozer Griffin

Cornell University

IJELS AIAC

Eleni Sella

National & Kapodistrian University of Athens

Anadolu University

Gazi University

Uşak Üniversitesi

Pamukkale University

Gül Deniz Demirel Aydemir

Hacettepe University

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Papers by Pedagogical Perspective

A comparison of Ankara University (TÖMER) and Turkey Maarif Foundation Teaching Turkish as a Foreign Language Programs in terms of skill areas, objectives, and assessment practices

Pedagogical Perspective, 2022

The curriculum constitutes the backbone of a teaching process as a guide that defines and limits.... more The curriculum constitutes the backbone of a teaching process as a guide that defines and limits. It directs an education process in terms of approach, target, time, scope, stage, evaluation, and outputs. A well-structured curriculum is a must-have requirement for an educational process in which desired outcomes are targeted. In this study, the Turkish as a foreign language teaching programs of the Maarif Foundation, which is claimed to be the product of a long-term study and large-scale research in 2019, and Ankara University TÖMER, which was put into effect in 2015, were compared in terms of purpose, skill, acquisition, and assessment-evaluation. The basics of qualitative research design carried out the research. The data of the research were analyzed by the document analysis method. According to the results of the research, it has been determined that there are significant differences between the two programs in terms of their purpose, objective, target audience, and scope.

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Academic dissertations on the Social Studies course curriculum in Turkey: A review of the literature (2006-2021

Pedagogical Perspective, 2022

This research examines the content features of the postgraduate theses prepared about the social ... more This research examines the content features of the postgraduate theses prepared about the social studies course curriculum. In the research, document analysis was used in qualitative research. For this purpose, the research materials consist of 64 postgraduate theses, which can be accessed from the website of the National Thesis Center of the Council of Higher Education, Turkey. These theses cover the years 2006-2021. There has been no regular increase in the number of theses produced over the years. Theses were made in 33 different universities. The highest number of theses are addressed to Marmara University, one of Turkey's well-established universities. The titles of thesis advisors are often doctors for master's degrees and more professors at the doctoral level. In the theses produced, mostly qualitative approach was adopted. As a model, the survey model was preferred more. In the theses, mostly curricula and teachers were chosen as samples. Survey and interview forms were mostly preferred in data collection tools. Content analysis was used most frequently in data analysis. “Social Studies Course” and “Social Studies Curriculum” were frequently used as keywords. The programs prepared in 2005 and 2018 were mostly discussed in the theses examined. Theses mainly include examining the programs (from various perspectives) with the opinions of teachers, students, parents, field experts, and pre-service teachers.

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Investigation of inquiry skills of Social Studies pre-service teachers

by Pedagogical Perspective and Güldane DİNÇ BAY

Pedagogical Perspective, 2022

The research aimed to determine the level of inquiry skills among social studies pre-service teac... more The research aimed to determine the level of inquiry skills among social studies pre-service teachers and investigate inquiry skills in various variables (gender, age, university, and class level). The research was designed as a descriptive study with the screening model. The sample group for the research comprised 200 social studies pre-service teachers in the Eastern Black Sea region. The demographic characteristics were identified with a ‘Personal Information Form.’ The ‘Inquiry Skills Survey’ developed by Aldan Karademir, and Sarcaloğlu (2013) was used as a data collection tool. The scale had Cronbach alpha reliability coefficient calculated as 0.83. Analysis of research data used non-parametric tests. Findings show that social studies pre-service teachers have inquiry skills at high levels. There was no significant difference in the total scale according to gender, age, university, and class-level variables. However, according to the gender variable, the ‘acquire information’ subdimension varied with the difference in favor of female pre-service teachers. In contrast, the ‘self-confidence’ subdimension varied in favor of male pre-service teachers. According to the age variable, there was a significant difference for the ‘acquire information’ subdimension in favor of teachers in the 22-23-year age group. According to the university variable, the ‘acquire information’ dimension significantly differed in favor of pre-service teachers attending Bayburt University. Additionally, it was determined that there was no significant difference in the inquiry skills of pre-service teachers according to the class variable.

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Investigation reading comprehension processes of fourth grade primary school students

Pedagogical Perspective, 2022

Reading comprehension is a complex process that requires using many skills together. To increase ... more Reading comprehension is a complex process that requires using many skills together. To increase the quality of this process, many strategies, methods, and techniques are applied, and the operability of the applications is the subject of research. When the studies are investigated, it is seen that the effects of strategies, methods, and techniques on students' reading comprehension skills have been examined many times. However, it is not possible to deal with the reading comprehension process only with strategy effectiveness. When the studies conducted at the international and national levels are examined, it is seen that the studies in which primary school students describe their own mental processes in the reading comprehension process are limited. Therefore, this research, it is aimed to examine which strategies, methods and techniques are used by primary school 4th grade students to understand a text they read. The study was carried out with 25 primary school students studying in two public primary schools in Ardahan city center in the 2020-2021 academic year. The case study model, one of the qualitative research designs, was used in the study. A data collection tool, a semi-structured interview form consisting of open-ended questions was used to determine the methods and techniques used by primary school 4th grade students in the reading comprehension process. While preparing the interview form, first, the relevant literature was reviewed and items were created in order to reveal the activities performed by the students before, during and after reading. The semi-structured interview form consisting of 5 open-ended questions was finalized by consulting the expert opinion for the items created. The data obtained in the study were analyzed by the content analysis method. According to the results of the research, it was seen that primary school students most frequently used the methods of examining text images, visualizing what they read, summarizing the text, finding the message the author wanted to convey, and mapping the story in the process of reading comprehension.

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Alternative literacy in the Turkish Social Studies Curriculum

by Pedagogical Perspective and Ilker Dere

Pedagogical Perspective, 2022

The research aims to determine which alternative literacy types should be included in the Social ... more The research aims to determine which alternative literacy types should be included in the Social Studies Curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the objectives were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.

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Volume 1 Issue 1

Pedagogical Perspective, 2022

The research aims to determine which alternative literacy types should be included in the Social ... more The research aims to determine which alternative literacy types should be included in the Social Studies Curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the objectives were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.

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A comparison of Ankara University (TÖMER) and Turkey Maarif Foundation Teaching Turkish as a Foreign Language Programs in terms of skill areas, objectives, and assessment practices

Pedagogical Perspective, 2022

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Academic dissertations on the Social Studies course curriculum in Turkey: A review of the literature (2006-2021

Pedagogical Perspective, 2022

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Investigation of inquiry skills of Social Studies pre-service teachers

by Pedagogical Perspective and Güldane DİNÇ BAY

Pedagogical Perspective, 2022

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Investigation reading comprehension processes of fourth grade primary school students

Pedagogical Perspective, 2022

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Alternative literacy in the Turkish Social Studies Curriculum

by Pedagogical Perspective and Ilker Dere

Pedagogical Perspective, 2022

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Volume 1 Issue 1

Pedagogical Perspective, 2022

The research aims to determine which alternative literacy types should be included in the Social ... more The research aims to determine which alternative literacy types should be included in the Social Studies Curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the objectives were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.

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