Examination of science technology and social learning field according to the opinions of classroom and social studies teachers

The aim of this study was to investigate the views of social studies and primary school teachers on the science, technology and society learning domain. The study was conducted with classroom teachers and social studies teachers. It was planned according to both quantitative and qualitative research methods. The study groups of the quantitative and qualitative research consisted of social studies and classroom teachers working in Bayburt province in the 2022-2023 academic year. In the research, a methodology in which various data collection tools were used in an integrated manner was adopted. This increased both the reliability and validity of the study. In order to determine the participants' knowledge about the learning domain, data were collected through an interview form in qualitative research and a self-assessment scale sent via Google Form in quantitative research. The collected qualitative data were analyzed by descriptive analysis. Quantitative data analysis was evaluated with descriptive statistics method. The findings obtained were interpreted in tables. In the study, the extent to which teachers associate this learning area with today's technologies in terms of curriculum knowledge, subject area knowledge, measurement and evaluation knowledge, teaching methods and strategies was examined. Subject matter knowledge of social studies and primary school teachers was examined based on their experiences in science, technology and society learning area. It was tried to determine whether social studies and primary school teachers consider themselves adequate in terms of "Science Technology and Society" (STS) components while teaching science, technology and society learning area. The inclusion of science, technology and society learning area in the curriculum was considered as important as its inclusion in practice. When the related literature is examined, it is seen that there is a limited number of studies in the literature related to this research and whether teachers are successful in practice as well as including this learning area in the program is important for the research. Therefore, it is expected to contribute to the field. The qualitative results of the research also stated that Turkish scientists were not sufficiently included within the scope of the learning area, that students could not comprehend since the subjects were abstract, that the number and time of activities were insufficient, that it was easy to access information, but that information whose accuracy was not confirmed was learned. According to the quantitative results of the research, social studies and classroom teachers stated that they considered themselves adequate in the face of changing and developing information technologies. Keywords: Science, technology and society learning domain, social studies teachers, classroom teachers, curriculum evaluation, social change.