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2021 |
Yigit, Mehmet Fatih Citizenship and human rights within the scope of values education Journal Article In: Journal of Ethnic and Cultural Studies, vol. 8, no. 3, pp. 282-291, 2021. @article{Yigit2021,Using a social studies course with an interdisciplinary approach and organizing the program in conjunction with this circumstance means that the social studies curriculum can find its place in the real world because interdisciplinary nature enhances its value. The definition of the National Council on Social Studies in the United States in 1992 is also important in emphasizing how comprehensive this course is. According to this definition, social studies collaborate with different sciences such as anthropology, archeology, history, geography, law, economics, philosophy, political science, religion, psychology, and sociology. In addition to citizenship rights and responsibilities, the topics that include human rights, in general, are covered in the social studies course. In this light, social studies can be viewed as a course in which citizenship rights and obligations are taught to raise individuals who are responsive to human rights. In this context, the four main values, feeling valuable, equality, democratic education, and a culture of coexistence, that can be offered within the framework of citizenship and human rights in social studies courses are discussed below. |
2018 |
Yigit, Mehmet Fatih Does higher education change value perceptions? Journal Article In: Culture and Values in Education, vol. 1, no. 1, pp. 1-8, 2018, ISSN: 2590-342X. @article{Yigit2018,The purpose of this study is to look at whether higher education has an effect on value perceptions of students. In particular, the researcher will examine the role of 'foundation' or 'private' universities on the priorities of value perceptions. The results are limited to the 115 students participated in the study. In order to have a more generalizable and comprehensive analysis, large number of students from other universities should also be studied. That way we could have a more convincing claiming about whether university education have negative or positive effects on the change of certain values. However, for the current study we can claim that university education is changing the level of value perceptions of students mostly in negative ways. |
2017 |
Yigit, Mehmet Fatih Value Priorities of Public and Private University Students Journal Article In: Research in Social Sciences and Technology, vol. 2, no. 1, pp. 1-17, 2017, ISSN: 2468-6891. @article{Yigit2017,The aim of the study is to find out whether there is a statistically significant difference between value priorities of public and private university students in Turkey and whether their values differ. This is a quantitative study using ANOVA for the analysis of the data. The results suggest that private university students show greater tendency towards universalism, power, tradition, conformity, and hedonism compared to the public university students, while the public university students showed greater sensitivity to benevolence compared to the private university students. The test results also showed that the education level of mothers do not have a significant effect on value priorities of both public and private university students, while father’s education has significant effect on the perception of power. |
2016 |
Yigit, Mehmet Fatih; Tarman, Bulent How Do Different Ethnicities Approach to the Education System and Differences in Turkey? Journal Article In: Italian Sociological Review, vol. 6, no. 3, pp. 339-353, 2016, ISSN: 2239-8589. @article{Yigit2016,The aim of this study is to find out what members of different ethnicities living in Turkey as Turkish citizens think about how the Turkish education system addresses cultural differences in schools. This qualitative study utilized a descriptive analysis method to collect data through five focus groups based ethnic diversity: Turks, Kurds, Arabs, Balkan refugees and Caucasian refugees. Each focus group consisted of four participants and interviews were tape-recorded and then analyzed by using the qualitative research analysis program, NVivo 10. The results show that most of the participants think that the current education system in Turkey does not represent the ethnic and cultural differences in Turkey since it is developed based on a certain ideology. Another finding of the study is that teachers are not aware of the cultural differences in their classrooms and they do not have adequate training to meet the expectations of students from those cultures. The participants have stated that in order to get the values and beliefs of different cultures living in Turkey represented in educational institutions, certain reforms should be implemented effectively, including teacher training programs. |
Arslan, Seyfettin; Yigit, Mehmet Fatih Investigation of the Impact of Emotional Intelligence Efficacy on Teachers’ Multicultural Attitudes Journal Article In: Journal of Education and Practice, vol. 7, no. 11, pp. 147-157, 2016, ISSN: 2222-1735. @article{Arslan2016,It is important to have a positive attitude and perceptions towards cultural values, one of the key characteristics students have. It is observed that having a positive attitude towards students with different cultural values contributes to achievement in terms of education. Much of the research has revealed that educators have been found to have a positive attitude towards multicultural education. This study, however, strives to measure and determine the extent and level of the impact of the emotional intelligence efficacy on teachers' multicultural attitudes. The working group is comprised of 315 teachers working in primary schools in two provinces in the Southeast and two in the Marmara Region in 2015 – 2016 academic year. "The Schutte Emotional Intelligence Scale (SEIS) ", developed by Schutte et al. (1998) adapted into Turkish language by Cetinkaya and Alparslan (2011), and "Multicultural Attitude Scale", developed by Ponterotto et al. (1998) adapted into Turkish by Yazici et al. (2009), were used in this research to determine teachers’ emotional intelligence efficacy and multicultural attitudes. The data were analyzed Using SPSS v.17.0 statistical software and Pearson Product-Moment Correlation and Stepwise regression analyzes were performed. The results show that subscales of emotional intelligence have an impact on the teachers’ multicultural attitudes at a significant level. |
Yigit, Mehmet Fatih Citizenship Perceptions of University Students Journal Article In: International Journal of Higher Education, vol. 5, no. 2, pp. 40-45, 2016, ISSN: 1927-6052. @article{Yigit2016b,Citizenship has become one of the important topics discussed in especially developed countries by policy makers and various stakeholders in recent years. Some important reasons behind it are the political, economic and social uneasiness throughout the world in both collectivistic and individualistic societies. The current study aims at looking at the citizenship perception among university students in one of those collectivistic countries. The participants answered the question ‘what does citizenship mean for you?’ and the data was analyzed by giving descriptive statistics using the quantitative data analysis software, SPSS. The value items given as choices to the students were; equality, freedom, social order, national security, a world at peace, respect for tradition, respect for privacy, social justice, independent, protecting the environment, loyalty, obedient, helpful, and responsible. The participants were categorized in two different faculties which were faculty of humanities and social sciences and faculty of management and administrative sciences. The results show that the students from faculty of humanities and social sciences have tendency towards values represented in individualistic societies while defining citizenship. On the other hand, students of faculty of management and administrative sciences showed greater tendency towards the values represented in collectivistic countries. Another finding of the study was that females highly prioritized all value items compared to male participants. Turkey is considered to be a collectivistic country however the results show that majority of the participants prioritize values represented in individualistic nations. Further studies need to be conducted in order to find out whether there has been a shift from being a collectivistic society or not. |
Acar, Erkan; Yigit, Mehmet Fatih; Aslan, Dolgun Ethnic Identity Development in Schools among First Generation Immigrants in the United States Journal Article In: Journal of Education and Training Studies, vol. 4, no. 4, pp. 105-110, 2016, ISSN: 2324-805X. @article{Acar2016,Today, Americans increasingly concerned about the matter of immigration in the United States. A growing number believe that immigrants are burden to the country, taking jobs and housing and creating strains on the health care system. Many Americans are also worry about the cultural impact of the expanding number of newcomers to the U.S. This paper aims to present a brief but concise discussion by reviewing literature that deals on the development of ethnic identity of first generation immigrants’ students in the U.S. This is a relevant study since the influx of immigrants coming in the U.S. has made great impact onthe over-all societal changes. |
2015 |
Yigit, Mehmet Fatih; Kesmeci, Ahmet Musab Vatandaşlık ve Demokrasi Eğitiminde Masal Kullanımı (Use of Tales in Citizenship and Democracy Education) Journal Article In: Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, vol. 4, no. 3, pp. 1320-1338, 2015. @article{Yigit2015,Türk halk edebiyatının kapsamına giren anonim türler, geçmişten günümüze kültürel etkileşimi ve iletişimi sağlayan bir köprü işlevindedir. Anonim halk edebiyatının nesir türlerinden biri olan ve halk arasında en çok ilgi görenlerinden birisi de masallardır. Evrensel bir anlatı türü olan ve muhtevasında toplumların kültürel zenginliklerini barındıran masallar, yüzyıllar boyu gerek sözlü ve gerekse yazılı kültür ortamı içerisinde gelişmiş, daha sonra elektronik kültür ortamına aktarılmış ve işlevselliğini kaybetmeden günümüze intikal etmiştir. Halk biliminin bir bilim dalı olarak akademik hayattaki yerini almasıyla birlikte Türkiye’de masallar üzerine yapılan çalışmaların artmaya başladığını söyleyebiliriz. Çok kültürlü toplumlarda ortak değerlerin ön plana çıkarılmasının toplumsal barış ve huzur adına önemi büyüktür. Bu anlamda masallar, toplumlar arasındaki müşterek unsurları tespit etmede önemli bir rol üstlenirler. Bunun yanında toplumun genelinde kabul gören değerlerin bir anda ortaya çıkmadığı, bunların özellikle yaşça büyük olan bireyler tarafından yeni nesillere aktarıldığı ve öğretildiği düşünüldüğünde, masalların değerlerin aktarılmasında ne kadar önemli olduğu anlaşılacaktır. Yardımseverlik, doğruluk, bencil olmamak, yalan söylememek, misafirperverlik, büyüklere saygı, anne ve babaya saygı, fedakârlık, cömertlik, iyilik, açgözlü olmamak, paylaşmak ve adil olmak değerlerinin Naki Tezel’in derlemiş olduğu masallar aracılığıyla verilebileceği görülmektedir. Bu değerlerin masallar aracılığıyla öğretilmesi öğrencileri hem doğru vatandaş olma yolunda yetiştirecek, hem de millîve manevi açıdan geçmişiyle kopuk olmayan nesillerin yetişmesine öncülük edecektir. Bu çalışmanın kapsamına giren masal metinleri Naki Tezel’in iki ciltten oluşan ve ilk baskısı 1971 yılında MillîEğitim Basımevi tarafından gerçekleştirilip “Türk Kültürü Kaynak Eserleri” dizisi için hazırlanmış olan “Türk Masalları” adlı kitabından seçilmiştir.Çalışma kapsamında seçilen masallar nitel araştırma türlerinden biri olan ölçüt örnekleme kullanılarak belirlenmiştir. Bu çalışmada örneklem seçiminde ele alınacak olan ölçütler araştırmacılar tarafından belirlenmiştir. Buna göre, söz konusu eserde yer alan üç masalın Vatandaşlık ve Demokrasi Eğitimi ders kitabında verilmesi planlanan değerlerden en az iki değeri içeriyor olması temel ölçüt olarak alınmıştır. Masallar araştırmacılar tarafından farklı zamanlarda ve farklı mekânlarda okunmuş, içerdiği değerler not edilmiş ve daha sonra bu notlar bir araya getirilerek her iki araştırmacının üzerinde uzlaştığı ortak değerlerin bulunduğu masallar çalışmaya dâhil edilmiştir. ------ Anonymous Turkish folk stories play an important role in creating a cultural interaction of the past and present. Tales are among the most appealing anonymous folk literature types. Tales are also universal oral narrative contents that represent the cultural heritage of societies and have developed orally and inwritten over time. The last phase was to transfer those tales into electronic platforms and keep their functionality they have since the old times. We can say that the number of academic works on tales in Turkey has increased after accepting folklore as ascientific discipline. In this regard, we believe that highlighting the common values in a multicultural society has an important role on keeping social stability and peace. The tales can be effectively used in identifying those common values in such communities. Besides, if we think that socially accepted values are not existed suddenly and transferred to the next generations by the older people, the importance of the tales might be understood easily in transferring common values. In this study, we show that the values such as benevolence, righteousness, not to be selfish, not to lie, hospitality, respect for elders and parents, sacrifice, generosity, kindness, sharing and justice can be taught to students by using the tales compiled and transferred by Naki Tezel. Teaching those values through the tales selected in this study will train students in becoming good citizens and lead to the growth of generations that are not disconnected from their histories.The tales selected for our study were taken from thebook titled ‘Turkish Tales’by Naki Tezel prepared for “Turkish Culture Source Materials”series published by National Education Press in 1971. The tales were selected by using criterion sampling method which is among the methods of qualitative studies. The criteria for selecting the appropriate tales were selected by the authors. In this sense, the main criteria was to have tales containing at least two value judgements given in Citizenship and democracy education textbook.The tales were read by the researchers in different places. The researchers, then came together and compared their findings. Then, the researchers gave the final decisions about which tales should be selected. |
2013 |
Yigit, Mehmet Fatih; Tarman, Bulent Değerler Eğitimimin İlköğretim 4. Ve 5. Sınıf Sosyal Bilgiler Ders Kitaplarındaki Yeri ve Önemi Journal Article In: Journal of Social Studies Education Research, vol. 4, no. 2, pp. 79-102, 2013. @article{Yigit2013,Türkiye'de son yıllarda önem kazanmaya başlayan yaratıcı düşünme ve problem çözme becerilerinin kazandırılması konularının, 1980’li yıllarda Batılı ülkelerde değer eğitimi kapsamında uygulamada olduğu gözlenmiştir. Bu çalışmada başlıca değer eğitimi yaklaşımları ele alınmış, bu doğrultuda ortaya çıkan yaklaşımlar incelenmiş ve değerler eğitiminde temel süreç ve ilkelerin neler olduğu tartışılmıştır. Bunlarla beraber değerler eğitiminin sosyal bilgiler eğitimi kapsamındaki yeri ve önemi de bu araştırmanın konusudur. Araştırma kapsamında değerler eğitimi ile ilgili detaylı bir alanyazın çalışması yapılmıştır. Sosyal Bilgiler dersinde değerler eğitiminin yerini tespit etmek amacıyla 2004 yılında Milli Eğitim Bakanlığı tarafından yayınlanan Sosyal Bilgiler 4. ve 5. Sınıf programları incelenmiş, bunun pratikte nasıl kullanıldığını görmek için de 4. ve 5. Sınıf Sosyal Bilgiler kitapları ele alınmıştır. Sosyal Bilgiler kitaplarında değerlerin öğretimi özel olarak kullanılan resimlerle görsel hale getirilmiş ve bu anlamda soyut bilginin somutlaştırılmasının amaçlandığı görülmüştür.Değerler eğitimine önem verilmeye başlanmış olması eğitim sistemimiz açısından ve geleceğimiz açısından sevindiricidir. ---- The term ‘value’ has been used in many different meanings until today in different areas and it has been the reason for confusion in values education. In this sense, Weber (1990) has stated that differentapproaches to theterm ‘value’ have played a negative role forthe production of values. Kohlberg (1981) has defined ‘value’ as giving moral decisions and acting accordinglywhile Hill (1991) interpreted values as the beliefs that people care and direct the lifeof individuals. On the other hand, Veugelers (2000) defined values as the beliefs that helpindividuals to decide what is good or evil. International organizations also saw the need to define values in accordance with their missions. In the Declarationof Human Rights by the United Nations, it is indicated that education should strengthen human rights and freedom while supporting tolerance among different religious groups, ethnicities and nations (Universal Declarationof Human Rights, 1948).UNESCO is another organization that defined the role of values in education. According to the report by UNESCO, education becomes valuable if onelearns(a) how to know (b) how to do, (c) how tolive together and (d) how to be. In this sense, UNESCO has also claimed that in order to develop intercultural and interfaith dialogue, common values accepted by everyone should be given in schools. It has been observed that critical thinking and problem solving skills were given in values education programs in western societies whilethose skills have started to be taught in Turkey recently. In this study, the main values education movements and the processes and principles of teaching values education in real life are analyzed. We looked atthe place of values education in 4th and 5th grade Social Studies textbooks in Turkey. After analyzing the basic processes and principles of values education, we looked at the values to be given to the students inthe textbooks. Values education approaches have varied beginning from 1970s. Superka and his colleagues (1976) arguethat there are five basic approaches to values education: inculcation, moral development, analysis, values clarification and action learning. On the other hand,Sunal and Haas (2002)identified three approaches to values education: values clarification, value analysis and character education.While discussing the basic processes and principles of values education, we claim that values education should not be given only as theoretical knowledge. If the students are not supported with real-life examples and experiences, theoretical information will result in reducing the interest in values education. It is also stated that using concrete terms, instead of abstract ones, will help primary school children to get the idea moreeffectively. We also mention the limitation of rewarding a student for his/her good manners and actions. At this point, we analyzed several studies conducted in this area and found that rewarding a student too much will result in undermining the sense of helpfulness (Batson, et al., 1978) and hindering intrinsic motivation (Kohn, 1993; Deci&Ryan, 1985). Other basic processes and principles of values education discussed in this study are; the role of teachers in values education, group study for effective values education, promoting reasoning and logic while developing empathy, the role of self-esteem, and developing the sense of ‘us’ instead of ‘me’. Content analysis was conducted to collect data from the 2004 Social Studies program published by Ministry of Education and the 4th and 5th grade Social Studies textbooks. The researchers identified the frequencies of words and referencesregarding values and then categorized them to provide a meaningful content. After creating the coding frames, collected data was gathered under the relevant codes. Five main characteristic features of values are defined in the 2004 Social Studies 4th and 5th grade program. Those are: 1-Values are unifying phenomenonaccepted by societies andindividuals. 2-Values are the benchmarks that meet the needs of societies and are there for the sake of individuals. 3-Values are not only related to conscious but also to feelings and emotions. 4-Values are motives that take place in individual’s mind and direct his/her behaviors. 5-The difference between values and norms is that the former is moregeneral and abstract. In analyzing the textbooks, it is found that generally three approaches have been followed in order to teach students values. Those are value clarification, moral reasoning and value analysis. |