A systematic review on teaching methods used in social studies course
Teaching methods used in social studies course
Abstract
The aim of this study is to make a systematic review of the articles published in Web of Science, ERIC and Google Scholar on the teaching methods used in the Social Studies course between 2019-2022. For this purpose, the studies included in the study were determined according to certain keywords. Studies were determined by using the keywords "social studies", "social studies teaching" together with "teaching methods" and "teaching techniques" in Web of Science, ERIC and Google Academic databases in accordance with the purpose of the research. As a result of the research, it was seen that drama and cooperative learning, which are among the methods and techniques used as teaching methods in the social studies course between 2019-2022, were used twice. In addition, it has been determined that a significant part of the teaching methods used in other publications consists of methods that are taught through technological tools (Web 2nd tools, Teaching with digital stories, Digital game-based teaching). It is seen that the research method used in the majority of these studies is the quantitative research method (11), the remaining studies are mixed research methods (2) and qualitative research methods. According to the results of the studies, it was seen that positive results were achieved for all of the teaching methods and techniques employed in the social studies course between the years 2019-2022. These observed learning losses have been found to occur in a variety of subjects, grade levels, and geographic regions.
Keywords: Systematic review; primary school; social studies course; teaching method and technique
Downloads
Published
Issue
Section
License
Copyright (c) 2023 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
