An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching

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dc.authoridCEYLAN, TUNCAY/0000-0002-0869-046X
dc.authoridAKSOY, MUTLU/0000-0001-6654-0198
dc.contributor.authorAksoy, Mutlu
dc.contributor.authorCeylan, Tuncay
dc.date.accessioned2024-10-04T18:48:11Z
dc.date.available2024-10-04T18:48:11Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe aim of this research is to reveal how communication and interaction in classrooms can be enhanced with the communicative approach education provided for social studies teachers. The participants of this research were five social studies teachers working at secondary schools and their 7(th) grade students, N = 110. The data collection tools adopted in this research were video and audio recordings, documents, semistructured interview forms, and stimulated recall interview forms. The data obtained from recordings of lessons were analyzed using the communicative approach, and the data obtained from document review and interview were analyzed using the content analysis method. The results of the study show that social studies curriculum contains items that require both dialogical and authoritative discourses and that the course books are prepared accordingly, but teachers as the practitioners of the program do not conduct their lessons accordingly. Instead, all the teachers participating in the research used only authoritative (interactive/noninteractive) approaches and they did not include dialogical (interactive/noninteractive) approaches at all. This situation, which is seen as a problem in terms of conducting successful in-class communication and interaction, has been solved in three action cycles with one of the teachers. The teacher who used only authoritative (interactive/noninteractive) approaches in her lessons prior to the trainings started to include dialogical (interactive/noninteractive) approaches too. It was also observed that the teacher's impression of the lessons carried out by adopting the communicative approach model was positive. As a result of the research, it was concluded that the communicative approach model is applicable in the social studies course. It can be said that the trainings given to the teachers created awareness about the use of the communicative approach model in classroom communication and interaction and provided benefits in diversifying discourse styles.en_US
dc.identifier.doi10.1155/2021/9943194
dc.identifier.issn2090-4002
dc.identifier.issn2090-4010
dc.identifier.scopus2-s2.0-85118367472en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.urihttps://doi.org/10.1155/2021/9943194
dc.identifier.urihttp://hdl.handle.net/20.500.12403/2952
dc.identifier.volume2021en_US
dc.identifier.wosWOS:000716698900001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherHindawi Ltden_US
dc.relation.ispartofEducation Research Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDialogic Discourseen_US
dc.subjectScienceen_US
dc.subjectTensionen_US
dc.titleAn Action Research on Improving Classroom Communication and Interaction in Social Studies Teachingen_US
dc.typeArticleen_US

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