Evaluation of social studies courses in terms of thinking-friendly classroom features

In this study, it was aimed to evaluate the 5th, 6th and 7th grade social studies courses of secondary school in terms of thinking skills education by referring to the opinions of students and teachers. Mixed research method was adopted in the research. The data were collected with the Düşünme Dostu Sınıf Ölçeği created by Doğanay ve Sarı (2012) and semi-structured interviews created by the researcher. The quantitative dimension of the research consists of 1897 students studying in the central districts of Konya and the qualitative dimension consists of 15 social studies teachers working in the same schools. The obtained quantitative data were analyzed by using unrelated samples t-test and one-way analysis of variance (ANOVA) and qualitative data were analyzed by using thematic analysis method. As a result of the analysis of quantitative data, it was determined that the students evaluated the social studies courses as high-level thinking friendly. It was seen that the scale scores did not change according to gender, but they were significant in favor of students studying in lower grades, having higher grade point averages and mother and father education levels, loving and interested in the course more, and studying in upper socioeconomic schools. As a result of the analysis of qualitative data, some of the teachers who participated in the study considered themselves sufficient on the grounds that they created a free classroom environment; some of them did not consider themselves sufficient due to physical impossibilities and limited course time. Teachers especially emphasized the necessity of thinking skills training in order to create a qualified society and in this context, social studies course came to the fore due to its content and structure as the most appropriate course. On the other hand, it was determined that teachers often used question-answer methods and preferred smart boards to improve their thinking skills in the lessons and did not carry out special studies for assessment and evaluation. They also stated that they faced many problems such as the lack of education of families, language problems of students under temporary protection status, the impact of national exams, economic problems, crowded schools and classrooms, and physical inadequacies of schools. In connection with the research findings, they brought suggestions such as social studies class, physical improvement of schools, providing thinking skills training to families and teachers, making textbooks appropriate, student-oriented practices, activities to increase the general culture of students. Finally, the most important problems encountered in thinking skills training are listed as uneducated families, language problems of students under temporary protection status, the effect of national exams, economic problems, crowded schools and classrooms, physical disabilities. The relevant recommendations are primarily aimed at eliminating these problems.