Knowledge levels and opinions of social studies teachers about cross-curriculum learning outcomes

In this study, it was aimed to determine the levels of using cross-currıculum acquisition teaching of social science teachers in 2004 primary school program, and their level of knowledge in this regard. For this purpose, explanatory sequential design within the scope of the mixed method was used in the study. In the quantitative aspect of the study, 'Cross-currıculum learning outcomes knowledge test' developed by Taş (2010) was used to measure Social Studies teachers' knowledge about cross-currıculum learning outcomes. In the qualitative aspect, a semi-structured interview form developed by the researcher was used to obtain Social Studies teachers' opinions about the extent and how they use the cross-currıculum learning outcomes. The sample of the study consists of 103 Social Studies teachers working in Afyonkarahisar province, central district, towns and villages in 2016-2017 academic year, selected through maximum variation sampling. Qualitative data were obtained by conducting semi-structured interviews with 10 Social Studies teachers. Quantitative data obtained was analyzed using the statistical package program, the arithmetic mean, t-test and ANOVA in terms of descriptive statistics, and qualitative data was analyzed using content analysis technique. As a result of the research, according to the information obtained from the quantitative data of Social Studies teachers, their knowledge of cross-currıculum learning outcomes was moderate and when we look at their gender and distribution according to their graduated branches, there was no statistically significant difference. In terms of professional seniority of Social Studies teachers participating in the research, it was found that teachers with professional experience between 1-5, 10-15 and 16-20 years have significantly higher cross-currıculum knowledge test score averages than teachers with professional experience of 30 years or more. When the qualitative results of the research are considered, It was concluded that Social Studies teachers have limited knowledge of the cross-currıculum approach and are required to be trained in this regard.