Expectations of history and geography teachers from social studies teachers

In this study, in line with the views of history and geography teachers, it was aimed to identify the deficiencies of students who have just started high school in the knowledge, skills and value dimensions reflected in the Social Studies course outcomes and to develop solutions to these problems. Phenomenology (phenomenology) design, one of the qualitative research methods, was used in the study. The study group consisted of 23 history and 19 geography teachers. The research group was determined using the convenience sampling method. The data was collected using a questionnaire form. The data obtained from the research group were analyzed through descriptive statistical analysis and content analysis. In accordance with the purpose of the study, results were obtained regarding three sub-objectives: Knowledge, skills and values at readiness level. According to the research results, history and geography teachers identified common problems related to students' readiness level, such as inadequate knowledge, map, and comprehension skills. Teachers attributed these problems to factors such as the insufficiency of topics related to their fields in the Social Studies Curriculum, lack of student motivation, the possibility of an unsuccessful student passing to the next grade, and a test-oriented evaluation system. History and geography teachers offered various solutions to address the deficiencies in students' readiness level, including increasing student motivation, increasing the Social Studies class hours, expanding topics related to their fields, eliminating unnecessary topics, adding geography as a separate course at the middle school level, and organizing historical topics chronologically in the Social Studies Curriculum. Additionally, teachers suggested that Social Studies classes should be enriched with material-based instruction that includes maps and visual elements, as well as active teaching methods and techniques that involve field trips, observations, and research. History teachers mentioned that students starting high school were most proficient in digital literacy and social participation skills among the 27 core competencies, while they lacked map literacy skills entirely. The teachers also observed that students had the least proficiency in financial literacy, legal literacy, critical thinking, problem- solving, and spatial analysis skills. For the improvement of the skills that were not acquired, the teachers proposed implementing activity-based work, research assignments, field trips to historical sites, and group work, among other active teaching methods and techniques, in Social Studies classes. Regarding students' foundational values, history and geography teachers reported that students had the least possession of values like patience, responsibility, self- control, and justice, while they were most proficient in values like love, patriotism, and helpfulness. To enhance foundational values, the teachers suggested collaboration with all stakeholders in value transmission, using different teaching methods and techniques with materials for value transmission, and strengthening value education in the Social Studies Curriculum.