Araştırma Makalesi
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Transforming Culture into a Digital Network: The Example of a Digital Atlas of Traditional Children's Games in Turkey

Yıl 2022, Sayı: 30, 252 - 269, 31.05.2022
https://doi.org/10.54600/igdirsosbilder.1073068

Öz

This study aimed to enable pre-school teacher candidates to identify traditional children's games in Turkey with their research skills. The study sought to create a national digital atlas of children's games that can transfer culture for social studies and Turkish education lessons in this framework. In this context, the web mapping application named Seyyah (İneç, 2012), developed according to the ADDIE instructional design model was modified following the Rapid Prototyping Instructional Design Model (tRPidm). Seyyah was transformed into a geo-media-based digital atlas of Turkey, where multimedia elements can be configured and shared. Following tRPidm, content analyses were conducted in the first stage, and a prototype design was created with the algorithm created on the findings obtained in the second stage. In the next step, the working condition of the prototype was tested. In the final stage of tRPidm, action research was conducted for the study. The study was carried out in the spring semester of the 2019-2020 academic year, and fifty-eight pre-school undergraduate students selected according to the maximum variation sampling participated in the study. The students transformed the data they obtained with their research skills into multimedia by constructing them with the creative drama method and uploaded the content to the Seyyah. The uploads made according to the cities were evaluated, and the data was subjected to descriptive and content analysis. Findings showed that traditional children's games mainly address social and emotional development. The games were mostly compiled from students' peers and the Eastern Anatolia Region, and the games were played with six people with natural objects, during the daytime and in open areas. Some implications were provided based on the study findings.

Kaynakça

  • Akay, R. (2017). A research on the contributions of traditional children's games to child development. Social Sciences Studies Journal (SSSJournal). 3(10).1385-1393.
  • Aliyeva Esen, M. (2008). The instructional importance of traditional child’s plays and almost forgotten Akhiska child’s plays. Journal of Uludag University Faculty of Education. XXI(2), 357-367.
  • Başal, H. A. (2007). Child games played in Turkey by children during the past years. Journal of Uludag University Faculty of Education. XX (2), 243-266.
  • Bay, D. N. (2018). Okul öncesi eğitimde bir kültür aktarımı: Millî oyunlar. E-Uluslararası Eğitim Araştırmaları Dergisi. 9(2). 82-104.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. 4th Edt. Boston: Allin and Bacon. 15-35.
  • Çeçen, A. (1996). Kültür ve politika [Culture and politics]. Ankara: Gündoğan Publishing.
  • Çelik, A., Öztürk, A. A., Akar Vural, R., & Baysan, S. (2013). Evaluation of historical thinking skills of 8th grade students’ opinions on the steps towards modernization in Turkey. International Journal of Human Sciences, 10(2), 420-442.
  • Çelikkaya, T., Yıldırım, T. & Kürümlüoğlu, M. (2019). Ability hierarchies, reasons and recommendations of students and social studies teachers regarding ability in social studies curriculum. MANAS Journal of Social Studies. 8(1). 111-132
  • Ecevit, T., & Kaptan, F. (2021). Describing the argument based inquiry teaching model designed for gaining the 21st century skills. Hacettepe University Journal of Education. 36(2), 470-488. DOI: 10.16986/HUJE.2019056328
  • Ferri, M. MN. & Wilches, J. U. (2005). Evaluating research skills development in a colombian undergraduate foreign language teaching program. Íkala, revista de lenguaje y cultura. 10(16).95-125.
  • Gökşen, C. (2014). Contributions of games in child development and Gaziantep children’s games. Ataturk University Journal of Turkish Research Institute [TAED]. 52. 229-259.
  • Gümüş, N., Akyol, C., Avcı, G. & Dikicigil, Ö. (2019). Examination of the skills in the curriculum for social studies course within the scope of the activities included in the 7th grade social studies course book. Jass Studies- The Journal of Academic Social Science Studies. 77, 219-229.
  • Gyuris, E. (2018). Evaluating the effectiveness of postgraduate research skills training and its alignment with the research skill development framework. Journal of University Teaching & Learning Practice. 15(4), 2018.
  • Haryati, S., Sukarno, S., Siswanto, S., Gumilar, S., & Muhlisin, A. (2020) Investigating existence of research skills in pre-service science teachers’ lesson plan document. Journal for the Education of Gifted Young Scientists. 8(1), 183-196. DOI: http://dx.doi.org/10.17478/jegys.630703
  • Hayırsever, F. & Kısakürek, M. A. (2014). Evaluation of social studies textbook in terms of the aimed skills to be acquired by students according to the primary school curriculum. International Journal of Curriculum and Instructional Studies (IJOCIS). 4(8).23-42.
  • İneç, Z.F. (2012). Web based geographical information system application in social studies education. (Unpublished master thesis). Erzincan University, Institute of Social Sciences. Erzincan, Turkey.
  • İneç, Z.F. (2017). The effectiveness of geo-media assisted authentic learning environment on learning in the social studies lessons. (Unpublished doctoral dissertation). Erzincan University, Institute of Social Sciences. Erzincan, Turkey.
  • İneç, Z.F. (2020). Öğrenme Öğretme Süreçleri için API Örnekleri: Statik ve Dinamik Harita Oluşturma [API Examples for Learning and Teaching Processes: Creating Static and Dynamic Maps]. In Kozikoğlu, İ. (ed.), Eğitimde Güncel Yaklaşımlar [Current Approaches to Education] (pp. 247-288). Ankara: Pegem Academy Publishing.
  • İneç, Z. F. (2021). The development process of a coding game engine for culture transfer in social sciences education: SIGUN. Shanlax International Journal of Education. 9(2). 102-107. DOI: 10.34293/education.v9i2.3628
  • İneç, Z.F. (2021). Developing a geo-game application for global connections in social studies teaching: Gezgin case. Romanian Review of Geographical Education. 10(1), 36-55. DOI: 10.24193/RRGE120213
  • Karaca, M. (2016). Play factor in children’s cultural development children’s games played around Çankırı. Millî Folklor. 28(109). 241-256.
  • Kurşun, A. (2013). Hayat bilgisi dersi programının araştırma becerilerine ulaşabilirliğinin öğretmen görüşlerine göre değerlendirilmesi (nitel bir araştırma) Assessment on accessibility of social studies syllabus to study skills in respect of teachers’ opinion (a qualitative research)]. Unpublished master thesis. Afyon Kocatepe University Graduate School of Social Sciences, Afyon.
  • Kurudayıoğlu, M. & Çetin, Ö. (2015) Basic Skills and Turkish Education. Journal of Mother Tongue Education. 3(3), 1-19.
  • McCurdy, S. M., Zegwaard, K. E. & Dalgety, J. (2013). Evaluating the development of science research skills in work-integrated learning through the use of workplace science tools. Asia-Pacific Journal of Cooperative Education. 14(4), 233-249.
  • Meerah, T.S.M. & Arsad, N. M. (2010). Developing research skills at secondary school. Procedia Social and Behavioral Sciences. 9, 512–516.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). California: SAGE Publications.
  • Mutluer, C. (2013). The views of social studies teachers about the skills contained in social studies (the example of İzmir Menemen. Turkish Studies. 8(7). 355-362.
  • Ocak, M.A. (2011). Öğretim tasarımı modelleri [Instructional Design Models]. In Ocak, M.A. (ed.), Öğretim tasarımı. Kuramlar, modeller ve uygulamalar [Instructional Design. Theories, Models and Applications] (pp. 29-273). Ankara: Anı Publishing.
  • Öğreten, A. (2017). Sosyal bilgiler dersi öğretim programındaki temel becerileri kazandırmada ilkokul dördüncü sınıf sosyal bilgiler ders kitabı içeriğinin yeterliliğine ilişkin öğretmen görüşleri [Teachers’ ideas about the sufficiency of primary school 4th grade social studies textbook’s contents to gain basic skills on the social studies programme]. Unpublished master thesis. Ordu University Social Sciences Institute, Ordu.
  • Onur, B. & Güney, N. (2002). Türkiye'de çocuk oyunları: derlemeler. Ankara: Ankara University Printing House.
  • Özden Gürbüz, D. (2016). Traditional children games and their educational functions: Example Emirdağ. Turkish Studies. 11(14). 529-564.
  • Sallabaş, M. E. (2020). Traditional children's games in the context of functions of folklore: RTUK children games. Millî Folklor. 32(16)126, 99-109.
  • Sümbüllü, Y. Z. & Altınışık, M. E. (2016). The importance of traditional children’s games in terms of values education. Erzurum Technical University Journal of Social Sciences Institute (ETUSBED). I(2). 73-85.
  • Toksoy, A. C. (2010). Yarışma niteliği taşıyan geleneksel çocuk oyunları. Online Thematic Journal of Turkic Studies. 2(1). 205-220.
  • Tripp, S. & Bichelmeyer, B. (1990). Rapid prototyping: an alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
  • Turan, B. N., Gözler, A., Turan, M. B., İncetürkmen, M. & Meydani, A. (2020). Geleneksel çocuk oyunlarına yönelik öğretmen görüşleri. Gaziantep University Journal of Sport Science. 5(3), 231-241.
  • Türkan Bağlı, M. (2004). Televizyon ilintili çocuk oyunları üzerine bir araştırma [A research on television related games of children]. In B. Onur & N. Güney. Türkiye’de çocuk oyunları: araştırmalar [Children's Games in Turkey: Researches]. (ss.95-101). Ankara: Kök Publishing & Ankara University Child Culture Research and Application Center.
  • Yazıcı, K. (2006). Social Studies and Reading Skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF). 26(1). 273-283.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in the Social Sciences]. Ankara: Seçkin Publishing.
  • Yıldırım, M., Günaydın, E. & Saka, A. (2020). Cultural heritage moved from the Balkans to Anatolia (Children's games): The case of Tekkeköy. 19 Mayis Journal of Social Sciences. 1(3). 205-224.

Kültürü Sayısal Bir Ağa Dönüştürmek: Türkiye Geleneksel Çocuk Oyunları Dijital Atlası Örneği

Yıl 2022, Sayı: 30, 252 - 269, 31.05.2022
https://doi.org/10.54600/igdirsosbilder.1073068

Öz

Bu çalışmada, okul öncesi eğitimi öğretmen adaylarının araştırma becerileriyle Türkiye’deki geleneksel çocuk oyunlarını tespit etmeleri ve bu çerçevede Okul Öncesi ve Sosyal Bilgiler dersleri için kültür aktarımı yapabilen ulusal çocuk oyunları dijital atlası oluşturmaları amaçlanmıştır. Bunun için ADDIE öğretim tasarımı modeline göre geliştirilen Seyyah (İneç, 2012) adlı web haritalama uygulaması Hızlı Prototipleme öğretim tasarımı modeli (HPÖTM) baz alınarak değiştirilmiş ve çoklu ortam ögelerinin yapılandırılabildiği ve paylaşılabildiği geo-medya tabanlı dijital bir Türkiye atlasına dönüştürülmüştür. HPÖTM’ye göre ilk aşamada çalışmanın ihtiyaç ile içerik analizleri yapılmış, ikinci aşamada elde edilen bulgular üzerinden oluşturulan algoritma ile prototip tasarım oluşturulmuştur. Sonraki aşamada prototipin çalışma durumu sınanmıştır. HPÖTM’nin son aşamasında ise çalışma için bir eylem araştırması yürütülmüştür. 2019-2020 akademik yılının bahar döneminde gerçekleştirilen araştırmanın çalışma grubunu maksimum çeşitlilik örneklemesi ile belirlenen elli sekiz okul öncesi eğitimi lisans öğrencisi oluşturmuştur. Öğrenciler araştırma becerisiyle elde ettikleri verileri, yaratıcı drama yöntemiyle kurgulayarak çoklu ortama dönüştürmüş ve bunları Seyyah’a yüklemiştir. Şehirlere göre gerçekleştirilen yüklemeler çalışmanın verisi olarak değerlendirilerek betimsel ve içerik analizi ile incelenmiştir. Bulgular, geleneksel çocuk oyunlarının çoğunlukla; sosyal ve duygusal gelişim alanına hitap ettiğini, arkadaş çevresinden ve Doğu Anadolu Bölgesinden derlendiğini, altı kişi ile doğal nesnelerle, gündüz ve açık alanlarda oynandığını göstermektedir. Bu sonuçlar doğrultusunda bazı önerilerde bulunulmuştur.

Kaynakça

  • Akay, R. (2017). A research on the contributions of traditional children's games to child development. Social Sciences Studies Journal (SSSJournal). 3(10).1385-1393.
  • Aliyeva Esen, M. (2008). The instructional importance of traditional child’s plays and almost forgotten Akhiska child’s plays. Journal of Uludag University Faculty of Education. XXI(2), 357-367.
  • Başal, H. A. (2007). Child games played in Turkey by children during the past years. Journal of Uludag University Faculty of Education. XX (2), 243-266.
  • Bay, D. N. (2018). Okul öncesi eğitimde bir kültür aktarımı: Millî oyunlar. E-Uluslararası Eğitim Araştırmaları Dergisi. 9(2). 82-104.
  • Berg, B.L. (2001). Qualitative research methods for the social sciences. 4th Edt. Boston: Allin and Bacon. 15-35.
  • Çeçen, A. (1996). Kültür ve politika [Culture and politics]. Ankara: Gündoğan Publishing.
  • Çelik, A., Öztürk, A. A., Akar Vural, R., & Baysan, S. (2013). Evaluation of historical thinking skills of 8th grade students’ opinions on the steps towards modernization in Turkey. International Journal of Human Sciences, 10(2), 420-442.
  • Çelikkaya, T., Yıldırım, T. & Kürümlüoğlu, M. (2019). Ability hierarchies, reasons and recommendations of students and social studies teachers regarding ability in social studies curriculum. MANAS Journal of Social Studies. 8(1). 111-132
  • Ecevit, T., & Kaptan, F. (2021). Describing the argument based inquiry teaching model designed for gaining the 21st century skills. Hacettepe University Journal of Education. 36(2), 470-488. DOI: 10.16986/HUJE.2019056328
  • Ferri, M. MN. & Wilches, J. U. (2005). Evaluating research skills development in a colombian undergraduate foreign language teaching program. Íkala, revista de lenguaje y cultura. 10(16).95-125.
  • Gökşen, C. (2014). Contributions of games in child development and Gaziantep children’s games. Ataturk University Journal of Turkish Research Institute [TAED]. 52. 229-259.
  • Gümüş, N., Akyol, C., Avcı, G. & Dikicigil, Ö. (2019). Examination of the skills in the curriculum for social studies course within the scope of the activities included in the 7th grade social studies course book. Jass Studies- The Journal of Academic Social Science Studies. 77, 219-229.
  • Gyuris, E. (2018). Evaluating the effectiveness of postgraduate research skills training and its alignment with the research skill development framework. Journal of University Teaching & Learning Practice. 15(4), 2018.
  • Haryati, S., Sukarno, S., Siswanto, S., Gumilar, S., & Muhlisin, A. (2020) Investigating existence of research skills in pre-service science teachers’ lesson plan document. Journal for the Education of Gifted Young Scientists. 8(1), 183-196. DOI: http://dx.doi.org/10.17478/jegys.630703
  • Hayırsever, F. & Kısakürek, M. A. (2014). Evaluation of social studies textbook in terms of the aimed skills to be acquired by students according to the primary school curriculum. International Journal of Curriculum and Instructional Studies (IJOCIS). 4(8).23-42.
  • İneç, Z.F. (2012). Web based geographical information system application in social studies education. (Unpublished master thesis). Erzincan University, Institute of Social Sciences. Erzincan, Turkey.
  • İneç, Z.F. (2017). The effectiveness of geo-media assisted authentic learning environment on learning in the social studies lessons. (Unpublished doctoral dissertation). Erzincan University, Institute of Social Sciences. Erzincan, Turkey.
  • İneç, Z.F. (2020). Öğrenme Öğretme Süreçleri için API Örnekleri: Statik ve Dinamik Harita Oluşturma [API Examples for Learning and Teaching Processes: Creating Static and Dynamic Maps]. In Kozikoğlu, İ. (ed.), Eğitimde Güncel Yaklaşımlar [Current Approaches to Education] (pp. 247-288). Ankara: Pegem Academy Publishing.
  • İneç, Z. F. (2021). The development process of a coding game engine for culture transfer in social sciences education: SIGUN. Shanlax International Journal of Education. 9(2). 102-107. DOI: 10.34293/education.v9i2.3628
  • İneç, Z.F. (2021). Developing a geo-game application for global connections in social studies teaching: Gezgin case. Romanian Review of Geographical Education. 10(1), 36-55. DOI: 10.24193/RRGE120213
  • Karaca, M. (2016). Play factor in children’s cultural development children’s games played around Çankırı. Millî Folklor. 28(109). 241-256.
  • Kurşun, A. (2013). Hayat bilgisi dersi programının araştırma becerilerine ulaşabilirliğinin öğretmen görüşlerine göre değerlendirilmesi (nitel bir araştırma) Assessment on accessibility of social studies syllabus to study skills in respect of teachers’ opinion (a qualitative research)]. Unpublished master thesis. Afyon Kocatepe University Graduate School of Social Sciences, Afyon.
  • Kurudayıoğlu, M. & Çetin, Ö. (2015) Basic Skills and Turkish Education. Journal of Mother Tongue Education. 3(3), 1-19.
  • McCurdy, S. M., Zegwaard, K. E. & Dalgety, J. (2013). Evaluating the development of science research skills in work-integrated learning through the use of workplace science tools. Asia-Pacific Journal of Cooperative Education. 14(4), 233-249.
  • Meerah, T.S.M. & Arsad, N. M. (2010). Developing research skills at secondary school. Procedia Social and Behavioral Sciences. 9, 512–516.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). California: SAGE Publications.
  • Mutluer, C. (2013). The views of social studies teachers about the skills contained in social studies (the example of İzmir Menemen. Turkish Studies. 8(7). 355-362.
  • Ocak, M.A. (2011). Öğretim tasarımı modelleri [Instructional Design Models]. In Ocak, M.A. (ed.), Öğretim tasarımı. Kuramlar, modeller ve uygulamalar [Instructional Design. Theories, Models and Applications] (pp. 29-273). Ankara: Anı Publishing.
  • Öğreten, A. (2017). Sosyal bilgiler dersi öğretim programındaki temel becerileri kazandırmada ilkokul dördüncü sınıf sosyal bilgiler ders kitabı içeriğinin yeterliliğine ilişkin öğretmen görüşleri [Teachers’ ideas about the sufficiency of primary school 4th grade social studies textbook’s contents to gain basic skills on the social studies programme]. Unpublished master thesis. Ordu University Social Sciences Institute, Ordu.
  • Onur, B. & Güney, N. (2002). Türkiye'de çocuk oyunları: derlemeler. Ankara: Ankara University Printing House.
  • Özden Gürbüz, D. (2016). Traditional children games and their educational functions: Example Emirdağ. Turkish Studies. 11(14). 529-564.
  • Sallabaş, M. E. (2020). Traditional children's games in the context of functions of folklore: RTUK children games. Millî Folklor. 32(16)126, 99-109.
  • Sümbüllü, Y. Z. & Altınışık, M. E. (2016). The importance of traditional children’s games in terms of values education. Erzurum Technical University Journal of Social Sciences Institute (ETUSBED). I(2). 73-85.
  • Toksoy, A. C. (2010). Yarışma niteliği taşıyan geleneksel çocuk oyunları. Online Thematic Journal of Turkic Studies. 2(1). 205-220.
  • Tripp, S. & Bichelmeyer, B. (1990). Rapid prototyping: an alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
  • Turan, B. N., Gözler, A., Turan, M. B., İncetürkmen, M. & Meydani, A. (2020). Geleneksel çocuk oyunlarına yönelik öğretmen görüşleri. Gaziantep University Journal of Sport Science. 5(3), 231-241.
  • Türkan Bağlı, M. (2004). Televizyon ilintili çocuk oyunları üzerine bir araştırma [A research on television related games of children]. In B. Onur & N. Güney. Türkiye’de çocuk oyunları: araştırmalar [Children's Games in Turkey: Researches]. (ss.95-101). Ankara: Kök Publishing & Ankara University Child Culture Research and Application Center.
  • Yazıcı, K. (2006). Social Studies and Reading Skills. Gazi University Journal of Gazi Educational Faculty (GUJGEF). 26(1). 273-283.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in the Social Sciences]. Ankara: Seçkin Publishing.
  • Yıldırım, M., Günaydın, E. & Saka, A. (2020). Cultural heritage moved from the Balkans to Anatolia (Children's games): The case of Tekkeköy. 19 Mayis Journal of Social Sciences. 1(3). 205-224.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Zekeriya Fatih İneç 0000-0002-2391-605X

Yayımlanma Tarihi 31 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 30

Kaynak Göster

APA İneç, Z. F. (2022). Kültürü Sayısal Bir Ağa Dönüştürmek: Türkiye Geleneksel Çocuk Oyunları Dijital Atlası Örneği. Iğdır Üniversitesi Sosyal Bilimler Dergisi(30), 252-269. https://doi.org/10.54600/igdirsosbilder.1073068