The functionality of visual culture studies in academic success and cultural difference dimensions in primary school social studies courses

The aim of this study is to determine the effect of visual culture studies applied on primary school social studies course on students' respect to cultural differences. In the study, the embedded design was applied. Achievement test, video recordings, student products, researcher and student diaries and semi-structured interviews with students were used as data collection tools. According to the results of the research, the visual culture studies carried out increased the academic achievement. In the context of visual culture studies, it has been concluded that visual culture studies enable students to realize that visuals can be read like a text and use these skills in their daily lives, increase student interest, are fun and make learning easier. In the power distance dimension, it was observed that students were able to critically look at the distribution of power in the family and make observations about the balance of power, division of labor, decision-making processes and role sharing in the family. In the masculinity-femininity dimension, students' awareness about gender roles and gender discrimination in the society increased. In the uncertainty avoidance dimension, it is seen that students are opposed to all kinds of discrimination and social exclusion, they see differences as a wealth and emphasize empathy skills. In the dimension of individualism and socialism, it was observed that an understanding which mostly emphasized belongingness was exhibited in the activities of National struggle. In the scope of the games, it was emphasized to act as a community and to adhere to group rules. In addition, the negative effects of technological games on social development and some damages such as directing them to violence are emphasized. Keywords: Primary Education, Social Studies, Visual Culture, Cultural Difference, Cultural Dimensions.