Concept-teaching practices in social studies classrooms: Teacher support for enhancing the development of students’ vocabulary

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dc.authorid57024132200
dc.contributor.authorİlter İ.
dc.date.accessioned20.04.201910:49:12
dc.date.accessioned2019-04-20T21:43:26Z
dc.date.available20.04.201910:49:12
dc.date.available2019-04-20T21:43:26Z
dc.date.issued2017
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe purpose of this study is to describe social studies teachers’ perceptions related to their practices in teaching concepts within the context of social studies instruction in order to enhance students’ vocabulary development in their classes. The study focuses on how students’ breadth and depth of vocabulary knowledge is supported by teachers’ experiences and their self-reported practices in relation to teaching social studies content. The study has a qualitative research design and has been conducted with 35 middle-school social studies teachers selected in accordance with maximum variation sampling. A semi-structured interview form has been used to determine teachers’ perceptions and viewpoints, and data has been analyzed using content analysis techniques. Results show that the teachers’ espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and ideas on effective concept teaching and alternative assessment procedures. Some examples of these practices and assessment measures include interactive word-walls (ABC graffiti), contextualized vocabulary instruction, word analogy, semantic maps, vocabulary self-collection strategy, and concept circles. However, the majority of practices reported by the teachers reflect traditional tasks and methods that ignore how new concepts were acquired and also focus more on the definitional knowledge of words. Further research should include teacher observations along with interviews to validate actual classroom practices. © 2017 EDAM.en_US
dc.identifier.doi10.12738/estp.2017.4.0343
dc.identifier.endpage1164
dc.identifier.issn1303-0485
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85020620199en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage1135
dc.identifier.urihttps://dx.doi.org/10.12738/estp.2017.4.0343
dc.identifier.urihttps://hdl.handle.net/20.500.12403/556
dc.identifier.volume17
dc.identifier.wosWOS:000411214300003en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdam
dc.relation.ispartofKuram ve Uygulamada Egitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectConcept teaching and learning
dc.subjectReading and vocabulary in social studies
dc.subjectVocabulary
dc.subjectVocabulary development
dc.subjectVocabulary instruction practices
dc.subjectConcept teaching and learning
dc.subjectReading and vocabulary in social studies
dc.subjectVocabulary
dc.subjectVocabulary development
dc.subjectVocabulary instruction practices
dc.titleConcept-teaching practices in social studies classrooms: Teacher support for enhancing the development of students’ vocabularyen_US
dc.typeArticleen_US

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