Sosyal bilgiler öğretim programında somut olmayan kültürel mirasın yeri
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Date
2012-04-01
Authors
Çengelci, Tuba
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı 4, 5, 6 ve 7. sınıf Sosyal Bilgiler Öğretim Programlarında somut olmayan kültürel mirasa ilişkin kazanım ve etkinlik örneklerini incelemektir. Araştırmada nitel araştırma yaklaşımına dayalı olarak doküman incelemesi kullanılmıştır. Bu doğrultuda programlarda yer alan kazanımlar ve etkinlik örneklerinde somut olmayan kültürel miras alanları ile ilgili öğeler (sözlü gelenekler ve anlatımlar; gösteri sanatları; toplumsal uygulamalar, ritüeller ve şölenler; el sanatları geleneği) incelenmiştir. Araştırma sonucunda somut olmayan kültürel mirasa ilişkin en fazla kazanım ve etkinlik örneğinin 7. sınıf Sosyal Bilgiler Öğretim Programında yer aldığı belirlenmiştir. Araştırmada ayrıca somut olmayan kültürel mirasa ilişkin kazanım ve etkinlik örneklerinin en fazla Kültür ve Miras öğrenme alanında, daha sonra Küresel Bağlantılar ile İnsanlar, Yerler ve Çevreler öğrenme alanında yoğunlaştığı görülmüştür.
The present study aimed at examining attainments and activity samples of the 4th, 5th, 6th, and 7th grade Social Studies Education Programs regarding intangible cultural heritage. Document analysis based on qualitative research method was used in the study. In this context, attainments and activity samples were examined in terms of intangible cultural heritage components such as oral traditions and expressions, performing arts, social practices, rituals and feasts, crafts tradition. At the end of the study, it was found out that 7th grade Social Studies Teaching Program has the highest number of acquirements and activity samples regarding developing intangible cultural heritage awareness. Additionally, “Culture and Heritage” learning area had the highest ratio of attainments and activity samples. It was seen that, the second and third learning areas are “Global Connections”, and “People, Places, and Environments” which include the highest number of attainments and activity samples.
The present study aimed at examining attainments and activity samples of the 4th, 5th, 6th, and 7th grade Social Studies Education Programs regarding intangible cultural heritage. Document analysis based on qualitative research method was used in the study. In this context, attainments and activity samples were examined in terms of intangible cultural heritage components such as oral traditions and expressions, performing arts, social practices, rituals and feasts, crafts tradition. At the end of the study, it was found out that 7th grade Social Studies Teaching Program has the highest number of acquirements and activity samples regarding developing intangible cultural heritage awareness. Additionally, “Culture and Heritage” learning area had the highest ratio of attainments and activity samples. It was seen that, the second and third learning areas are “Global Connections”, and “People, Places, and Environments” which include the highest number of attainments and activity samples.
Description
Keywords
Sosyal bilgiler, Somut olmayan kültürel miras, Social studies, Intangible cultural heritage
Citation
Çengelci, T. (2012). “Sosyal bilgiler öğretim programında somut olmayan kültürel mirasın yeri”. Uludağ Üniversitesi Eğitim Fakültesi, 25(1), 185-203.