A model proposal for knowledge literacy in social studies education

The purpose of the study is to develop a framework model related to different types of knowledge that can improve children's knowledge literacy within the scope of teaching social studies as social sciences. The study is designed as "Sequential Mixed Qualitative Research" approach, in which grounded theory and action research are used together. In the first phase of the research, literature was reviewed in the scope of the gounded theory and types of knowledge were tried to identify by interviewing with academicians who are field experts in social sciences and social studies educators. As a result of the literature review and interviews, the knowledge literacy was defined and obtained types of knowledges called as interpretation, foresight, strategy, concept, inference and theory which can be approached as a core category used in social sciences. In the latter phase of the research, an action research process based on the design-based teaching process was prepared and implemented in order to determine whether the obtained structure can be taught pedagogically with social studies teacher candidates teach these types of knowledge. In the action research, it was observed that social studies teacher candidates In the action research, it was determined that the teacher candidates had difficulties in carrying out the process, but it was observed that they showed improvement in each type of knowledge. As a result of the analysis, it was revealed that social studies teacher candidates have awareness about misconceptions about knowledge types. For instance, they stated that they had learned the differences about inference and interpretation during action research. Moreover, it was concluded that social studies teacher candidates constantly encountered applications based on rote learning in their education life and stated that this had become an expectation and habit. Based on the results of the study, it can be suggested that the types of knowledge be could simplified and taught in lower education levels, experienced and discussed in future studies.