Integrating social studies with mathematics through children’s literature<p>Çocuk edebiyatı aracılığıyla sosyal bilgilerin matematikle bütünleştirilmesi
Keywords:
Social studies, Curriculum integration, children's literature, social studies, mathematicsAbstract
Teachers should take into account students’ natural dispositions in order that elementary school students can explore themselves and the world in which they live. In this respect, it is suggested that teachers should emphasize on students’ experiences such as inquiry, problem solving, recognizing time and behavior, making interdisciplinary connections by integrating curriculums through children’s literature. Integration of curriculum through children's books helps students develop complex structural ideas about social events and the nature of science. It also helps them make logical connections between concepts related to disciplines. Curriculum integration enables students to develop positive responses by providing them with meaningful learning experiences; therefore, it provides them countless colors. At this point, the integration of social studies with mathematics may provide collaborative contributions for students such as understanding their own world and making mathematical connections related to social events in real-life. Mathematics with social studies may help raising active citizens who use mathematics in social life by making deep connections between personal experiences and mathematical thinking. In the present study, the integration of social studies and mathematics through a specified sample of children's literature products has been analyzed. With this purpose, in the present study, the document analysis was used as a qualitative investigation method and content analysis technique was used in the analysis of data. According to the findings, the integration of social studies with mathematics is possible through children's literature.
Özet
İlköğretimde öğrencilerin kendilerini ve yaşadığı dünyayı keşfetmesi için öğretmenlerin onların doğal eğilimlerini dikkate alması gerekmektedir. Dolayısıyla öğretmenlerin çocuk edebiyatı aracılığıyla öğretim programları arasında bir bütünleşmeye giderek öğrencilerin sorgulama, problem çözme, zaman ve davranışı tanıma, disiplinlerarası bağlantılar kurma deneyimlerine vurgu yapması önerilmektedir. Çocuk kitapları aracılığıyla müfredat bütünleşmesi, öğrencilerin sosyal olaylara ve bilimin doğasına ilişkin karmaşık yapıdaki fikirleri geliştirmesine ve disiplinlere ilişkin kavramlar arasında mantıksal ilişkiler kurmasına yardımcı olur. Müfredat bütünleşmesi, öğrencilere anlamlı öğrenme yaşantıları kazandırarak birtakım olumlu tepkilerin gelişmesine hizmet eder dolayısıyla, onlara sayısız renkler sunar. Bu noktada sosyal bilgilerin matematikle bütünleştirilmesi, öğrencilerin kendi dünyalarını anlamalarına, gerçek hayattaki sosyal olaylarla ilgili matematiksel bağlantılar kurmalarına yönelik ortaklaşa katkılar sağlayabilir. Sosyal bilgilerle matematik; kişisel deneyimlerle matematiksel düşünme arasında derin bağlantılar kurarak matematiği sosyal hayatta kullanan etkin vatandaşların yetiştirilmesine yardımcı olur. Bu çalışmada, belirlenen çocuk edebiyatı aracılığıyla sosyal bilgilerin matematikle bütünleştirilmesi incelenmiştir. Çalışmada nitel araştırma yöntemlerinden doküman inceleme; verilerin analizinde ise içerik analizi tekniği kullanılmıştır. Elde edilen bulgulara göre, belirlenen çocuk edebiyatı ürünleri aracılığıyla sosyal bilgilerin matematikle bütünleştirilmesinin sağlanabilirliği ortaya çıkmıştır.
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