A comparison of different concept teaching practices in Social Studies courses: A mixed methods research

This study aims to compare the effects of different concept teaching practices (De Cecco concept teaching model and Martorella's concept analysis strategy) applied in social studies courses on students' concept learning success and examine students' views on these practices. The research utilized a mixed method, integrating quantitative and qualitative research methods, implemented with an embedded design. In the quantitative part of the research, two experimental groups were compared using a pretest-posttest experimental design without a control group. The study group consisted of 54 sixth-grade students. Qualitative data was collected through semi-structured interviews and subjected to content analysis. Qualitative and quantitative results were integrated in the discussion and results section. When comparing De Cecco Concept Teaching Model (an inductive approach) and Martorella's Concept Analysis Strategy (a deductive approach), it was concluded that students' concept learning successes were notably similar. As such, both practices can be effectively utilized in teaching geographical concepts within social studies courses. In addition, various common and distinct factors influencing students' concept learning success were identified across these practices. At the conclusion of the study, recommendations were proposed for teachers, researchers and textbook authors.