The Research of Acquisition Levels of Concepts Regarding Social Studies Lesson: A Quantitative Research

Abstract

Article History: Received 20.01.2014 Received in revised form 22.02.2014 Accepted 10.03.2014 Available online 21.04.2014 In the 2005 Social Studies Programme, it was identified in which classes the concepts will be taught in the programme in steps of introduction, development and reinforcement.The concepts in this regard were subject to classification according to thelevels, interest, desire and needs of students. This research aims to identify the level of acquisition by school boys and girls of the concepts of introduction, development and reinforcement levels in the Social Studies the 4th, 5th, 6th and 7th grades. In this study, in which a descriptive method was used, the existing situation and conditions were researched as the year. It can be said that the success rates of the levels of acquisition as a result of concept teaching in the levels of the 4th and the 5th grade sare in sufficient at the level of following the lower class (The 4th grade) and the upper class level (the 5th grade) in the stage of “Introduction and Development” of the 4th and the 5th grades. Looking into the distribution of the concepts given the 6th and the 7th grades at the level of “introduction, development and reinforcement”, both in the 6th as well as in the 7th grades, most of the concepts given were seen to be “reinforcement” level concepts. Grades concepts, the “gender” variable of students are not influential and it can be added that the levels of success/failure achieved/suffered are independent of the effect of “gender” factor. In this regard, the fact that the acquisition states of social studies concepts of the 4th Grade students are higher compared to those of the 5th grade, and the states of the 6th grade students in comparison to those of the 7th grades clearly suggest that education/teaching studies regarding the same concepts for two consecutive years are inadequate. Among the reasons for these insufficiencies, we can state that educational-training activities are not conducted or supported enough with suitable methods, techniques and strategies. © 2014 IOJES. All rights reserved