Id: 841310
Participatory Educational Research (PER)
Vol. 8(4), pp. 64-83, December 2021
Available online at http://www.perjournal.com
ISSN: 2148-6123
http://dx.doi.org/10.17275/per.21.79.8.4
Views of Social Studies Teachers on Scientific Research Methodology
Hüseyin Bayram*
Department of Social Studies Education, Ağrı İbrahim Çeçen University, Ağrı, Turkey
ORCID: 0000-0001-6065-8865
Article history
Received:
15.12.2020
Received in revised form:
01.03.2021
Accepted:
08.03.2021
Key words:
Social studies teaching,
Social studies teachers,
Scientific research
Methodology,
Views of teachers
Scientific method is one means by which knowledge is created. The goal
of the social studies course is to teach the methodology used by these
sciences in accessing the subject information along with the information
they provide from social sciences. Therefore, social studies teachers
should be aware of the scientific research methodology so that they can
teach according to this purpose. In this study, the focus was on how
teachers consider scientific research. This study aimed to investigate
social studies teachers' views on scientific research methodology. It
adopted phenomenology, one of the qualitative research designs.
Maximum diversity sampling and criterion sampling were used to
determine the study group. Data collection consisted of two stages. In the
first stage, the Views about Scientific Inquiry Questionnaire (VASI) was
applied. The second stage included a semi-structured interview form
prepared by the researcher. Data were analysed via the descriptive
analysis technique. The codes were classified under the headings in the
VASI form. Findings showed that views of social studies teachers
regarding scientific research methodology were mostly wrong and
inadequate. Based on the findings, recommendations were made to social
studies teachers, administrators, and the officials of the Council of Higher
Education (CoHE). These suggestions were as follows: Teachers need to
learn about scientific research methodology, school administrators should
implement programs such as in-service training for teachers on a related
subject, and CoHE officials should add more content about scientific
research methodology to social studies teacher training programs.
Introduction
Life is in a continuous cycle. Human beings try to survive in this cycle and find
solutions to the challenges they encounter. They have developed a systematic structure over
time by attempting to overcome these challenges. This structure is science that includes
calculations, hypotheses, and laws created within the scope of life. Although science is a
phenomenon as old as human history, it has reached a clear framework with the
transformation process revealed as a result of the Renaissance (15-16th Century) and Reform
Movements (16th Century). It is possible to express science in the form of systematic
information that humanity creates through thinking activities.
*
Correspondency: hubayram@agri.edu.tr
Participatory Educational Research (PER), 8 (4);64-83, 1 December 2021
The main aim of science is to reach scientific knowledge. Scientific knowledge refers to
information obtained by using rational methods and techniques in systematic thinking and
application processes (Katz, 1997). Knowledge must have certain qualities for being
scientifically accepted. These qualities are a-) being generalizable, b-) being cumulative, c-)
being comprehensive and having a framework, and d-) being oriented towards a certain area
(Büyüköztürk et al., 2010).
Scientific knowledge occurs at the end of the scientific research process. Scientific research is
the investigation of the relationships between human beings and nature from a rationalist
perspective (Hyland, 1998). It is also a process carried out through scientific research
methods (Wilson, 1990). The variables of scientific research include observation,
experimentation, and measurement techniques (Hull, 2010). Knowledge is reached through
scientific research (Kaboub, 2008). In this context, researchers need to master all variables of
scientific research (Crook & Garrat, 2005). Constructivism, the dominant philosophy of
education of the twenty-first century (Kim, 2001), aims to teach the concept of scientific
research to students, who are the researchers of the future, starting from primary school (Chu
et al., 2008) and middle school (Stokking et al., 2004). The current curricula, which have been
in force at all school levels since 2005 in Turkey, have been prepared according to the
constructivist education approach and designed to equip students with different skills such as
observation, communication, cooperation, and problem solving as well as research skills. The
social studies curriculum, which is a course taught in primary and middle schools, also aims
to facilitate the skills created within the scope of constructivism. The curriculum of social
studies, which is a course taught in primary and secondary schools, has been introduced
within the scope of constructivism. Referring to the declaration published by the National
Council of Social Studies (NCSS) in America in 1992, the 2005 Social Studies Curriculum in
Turkey provides the most comprehensive definition for the social studies course.
Accordingly, social studies (MEB, 2005);
“is an elementary education course that reflects the subjects of social studies such as history,
geography, economics, sociology, anthropology, psychology, philosophy, political science
and law, and citizenship knowledge in order to help the individual to realize his social
existence; involves combining learning areas under a unit or theme; in which the interaction
of human with their social and physical environment is examined in the context of past,
present and future; that was created based on collective teaching.”
Another comprehensive definition was made by Öztürk (2015).
“Social studies is a curriculum that combines information and methods obtained from social
and human sciences to raise effective citizens who can make informed decisions and solve
problems in changing country and world conditions in almost every aspect."
Both definitions (MEB, 2005; Öztürk, 2015) argue that social studies is a course that aims to
transfer the knowledge of different science fields (and the scientific research methods they
use to access information) to students with a collective teaching approach. The 2018 Social
Studies Curriculum displays that the social studies course pays attention to scientific research.
"Research by using the steps of scientific research" has been included in the curriculum for
the importance given to scientific research in the field of 6th grade Science, Technology and
Society learning (MEB, 2018, p.21). Regarding this outcome, the social studies course aims
to teach the salient aspects of conducting scientific research to students. Social studies
curriculum prepared based on constructivism positions the student as an active researcher and
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the teacher as an advisor. To realize the objectives of the course, the teacher must have full
knowledge of the curriculum and be equipped with the knowledge and skills that must be
possessed during the implementation of the program. Therefore, social studies teachers must
internalize the concept of scientific research to transfer the knowledge of scientific research to
their students as desired. Based on this requirement, this study aimed to examine the views of
social studies teachers towards scientific research and to inform both school administrators
and higher education institutions about how social studies teachers consider scientific
research.
Studies investigating the views towards scientific research were common in science. All of
the studies surveyed were found to be related to science teachers and students. Some studies
examining students' views on scientific research are as follows:
Comparing the views of science students on scientific research in Turkey and the USA, Şenler
(2015) used a questionnaire for data collection. American students were found to perceive the
phenomenon of scientific research more accurately than Turkish students and their answers
were more consistent. Similarly, Lederman et al., (2017) conducted a study with seventhgrade students from different countries and reported that students did not have consistent
views on scientific research methodology. They stated that students had some incorrect or
incomplete knowledge about scientific research.
Some of the studies examining teachers' views on scientific research are as follows:
Examining the views of novice middle school science teachers about scientific research, Park
and Young-Isni (2010) found that teachers had consistent information about some aspects of
scientific research and incomplete information about other aspects. Çiğdemoğlu and Köseoğlu
(2019) held workshops to improve science teachers' views on scientific research. They
interviewed teachers before and after the study and found significant improvements in their
views after the implementation. A similar study conducted with science teachers was
conducted by Wahbeh and Abd-El-Khalick (2014). The researchers aimed to improve
teachers' attitudes and perspectives on the pedagogical dimension of scientific research by
implementing a six-week intensive in-service training. Then, they observed significant
improvements in teachers' attitudes towards the nature and pedagogical dimension of
scientific research. Investigating the views of science teachers and student teachers on the
nature of science in Spain, Vasques-Alonso and Garcia-Carmona (2013) applied pre-test and
post-test to participants. After the pre-test, they implemented a program to introduce the
nature of science and then used a post-test. The researchers observed a significant difference
between pre-test and post-test values in favour of the post-test.
Various similar studies were conducted in science (Bianchini & Colburn, 2000; Khishfe and
Abd-El-Khalick, 2002; Leblebicioğlu et al., 2017; Lederman et al., 2014; Luehman &
Markowits, 2007; Yu & Yang, 2010). However, there is no study examining the views on
scientific research in social studies. The absence of research was seen as a gap. Therefore, this
study was constructed with a view to contributing to the relevant literature and hence
constitute a source for similar studies.
Aim and Significance of the Study
This study aimed to examine the views of social studies teachers, who were working
in different provinces of Turkey, on scientific research methodology. The study findings are
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thought to be a resource that the Council of Higher Education (CoHE) can use while
organizing training programs for social studies teachers and school administrators and more
specifically when they are determining the goals of in-service training programs as such.
Method
This is a qualitative study. Therefore, the design of the study, the technique of
determining the participant group, data collection tools, and data analysis method were
organized in line with the nature of qualitative research. The reason for using qualitative
methodology was to examine the teachers' views in depth.
Design
The phenomenological design was used. Phenomenology is preferred when the aim is
to examine the existing in-depth and reflect the existing as it is (Glesne, 2016; Patton, 1990).
The reason for choosing phenomenology is that teachers' views were examined in depth
without any intervention.
Participants
The study group consisted of social studies teachers graduating from different
universities in Turkey. Two stages were followed while recruiting the participants.
In the first stage, 391 social studies teachers working in the provinces of Istanbul, Ankara,
Diyarbakır, Mardin, and Ağrı were reached, and they were asked to state the universities they
graduated from. Maximum diversity sampling was adopted to ensure data source diversity.
Among them, 42 teachers who graduated from different universities in seven regions of
Turkey were selected. In qualitative research, maximum diversity sampling was used to reach
different data types from similar data sources and to provide data diversity (Onwuegbuzie &
Leech, 2007). The reason for using the aforementioned sampling method in this study was to
provide data that constitutes a relatively richer potential.
In the second stage, the criterion sampling method was used to select a group of six teachers,
and they were interviewed. Some teachers did not provide clear answers and did not answer
some questions. Criterion sampling helps select participant group according to certain criteria
(Büyüköztürk et al., 2010). The reason for using criterion sampling was that the first data
collected from the participants were not sufficiently understood by the researcher. The names
of the participants and the universities they graduated from were changed within the scope of
ethical rules. The researcher used pseudonymous names for participants. The universities
were given numbers starting with the initials of the geographical regions where the
universities were located. Marmara and Mediterranean regions consist of a single word and
start with the same letter; thus, the first 3 letters of Mediterranean were used while coding
universities in the Mediterranean region. Table 1 presents information about the participants.
Table 1. Demographic Information (Participants interviewed were shown in bold)
Region
Southeastern Anatolia
Eastern Anatolia
University
SAU1
SAU2
SAU3
EAU1
EAU2
EAU3
Participants
Özkan, Cengiz
Sema, Ahmet
Ayşe, Cansu
Ömer, Kadir
Mehmet, Fatma
Gönül, Gülşen
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Views of Social Studies Teachers on Scientific Research Methodology
Central Anatolia
Black Sea
Marmara
Aegean
Mediterranean
Total
7
H.Bayram
Gizem, Tarık
Barış, Özgür
Sevim, Zerrin
Ali, Çetin
Gökhan, Sevgi
Şahin, Osman
Mahmut, Sedat
Betül, Duygu
Meltem, İnci
Selin, Sadık
Gökçe, Gamze
Derya, Dilek
Hakan, Ümit
İlker, Mert
Yavuz, Vedat
42
CAU1
CAU2
CAU3
BSU1
BSU2
BSU3
MU1
MU2
MU3
AU1
AU2
AU3
MEDU1
MEDU2
MEDU3
21
Three universities from each region were determined, and two social studies teachers who
graduated from each university were selected. Besides, six teachers from different universities
(EAU1, EAU3, CAU3, MEDU2, BSU2, and MEDU3) were interviewed. In this context, the
table includes 21 universities from seven regions and 42 participants who graduated from
these universities.
All social studies teacher training programs in Turkey applied the same curriculum until 2018,
and they provided the course regarding the scientific research methodology (scientific
research methods) only in the second year. All teachers listed in Table 1 took the pre-2018
curriculum called "old curriculum" during their undergraduate education. In this context, the
fact that all participants’ being exposed to the same content for scientific research
methodology ensures that the participant group has an arguably homogeneous structure.
Data collection
Data were collected in two stages. In the first stage, the Views about Scientific Inquiry
Questionnaire (VASI), developed by Lederman et al. (2014) and adapted into Turkish by
Karışan, Bilican and Şenler (2017), was applied. It consists of 13 open-ended questions. The
questions help make the person think and reveal his/her views. The form was e-mailed to all
participants as a Microsoft Word file, and the participants were asked to fill it out. While
analysing the forms, the expressions of some participants were found inaccessible. In this
context, those participants were interviewed by using the semi-structured interview form
prepared by the researcher. Thus, the researcher tried to clarify the data collected through the
Views about Scientific Inquiry Questionnaire. The interview was conducted on the telephone,
and it was tried to reach clear information by asking questions formed by detailing the
questions in the Views about Scientific Inquiry Questionnaire.
Data analysis
The data analysis process was carried out in two stages: The analysis of the Views
about Scientific Inquiry Questionnaire and the analysis of the interview data. Both analyses
were combined in the findings section. Lederman et al. (2014) determined titles such as
‘’unclear, naive, mixed, and informed’’ in VASI form. In this study, “unclear” was replaced
by “false/noresponse”. At this stage, the answers given by the participants were analyzed and
classified under the aforementioned headings.
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In the second stage, the interview data were analysed. These data, just like data obtained from
the Views about Scientific Inquiry Questionnaire, were classified under the headings
mentioned above and used to clarify the data of the form. All data were subjected to
descriptive analysis. The descriptive analysis includes performing the analysis process within
the scope of predetermined themes (Glesne, 2016). The themes were predetermined. For this
reason, descriptive analysis was used when analysing data.
Validity and Reliability
The following processes were followed in order to ensure the validity and reliability of
the study.
Expert opinions were taken before interview and experts provided the following
feedback: “1-there are repetitive questions, 2- the second and fourth questions are
more like quantitative research questions, 3- all questions should be checked and
rewritten if necessary.” The questions were revised according to the feedback received
from the experts. The interview form was applied to four teachers who were not
included in the study before the implementation phase of the study, then it was
reviewed and finalized.
Data were read three times during the analysis process. First, it was read superficially
to get a general idea. Next, it was read for the second time, and coding was started.
The researcher considered the coding process at this stage as "superficial coding
process". Then, the in-depth reading phase started. At this stage, the codes created in
the previous reading were checked. Unsuitable codes were eliminated, and the coding
process started from the beginning. Generated codes were classified under
predetermined themes in accordance with the descriptive analysis method.
The findings of the study were reached by interpreting the codes classified under
themes. The findings were presented to the expert opinions, and the opinions were
taken to examine whether they coincide with the aim of the research. Within the scope
of the positive feedback received from the experts, the results of the research were
written and discussed.
Findings
Findings were first digitized under the themes (such as false/noresponse, naive, mixed,
informed) in Table 2. Then, each question was presented separately.
Table 2. Views of Social Studies Teachers on Scientific Research Methodology
First Item
Question
False /
(%)
Views on the basic structure of
scientific research (question A)
Views on the basic structure of the
experimental process (question B)
Views on whether more than one
method can be used in scientific
research (question C)
No response
Mixed (%)
4.76
Naive
(%)
7.14
Total
9.52
Informed
(%)
78.58
2.38
2.38
-
95.24
100
69.05
7.14
4.76
19.05
100
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100
Seventh Item
Sixth Item
Fifth Item
Fourth
Item
Third Item
Second
Item
Views of Social Studies Teachers on Scientific Research Methodology
H.Bayram
Views on whether scientific research
will start with a question
28.58
30.95
14.28
26.19
100
Views on whether the same research
question and data collection method
will yield the same results under all
conditions (question A)
Views on whether studies conducted
with the same research question but
using different data collection
methods will yield the same results
(question B)
Views on whether data and evidence
are the same things
26.19
33.33
21.44
19.04
100
26.19
33.33
21.44
19.04
100
59.52
14.29
21.42
4.77
100
Views on whether it should be
repeated in different environments to
verify the experimental results
7.14
71.43
14.29
7.14
100
Views on how propositions should
be examined (question A)
Views on what kind of information
should be available while examining
propositions (question B)
Presenting the views with their
reasons (question A)
Information to be used in explaining
the results of scientific research
(as personal opinion)
(question B)
Information to be used in explaining
the results of scientific research
(Within the scope of the information
given in the question "scientists have
considered the bone sequence in
skeleton 1") (question C)
11.9
59.5
14.28
14.28
100
95.23
4.77
-
-
100
11.9
42.86
35.72
9.52
100
4.76
59.53
35.71
-
100
92.86
7.14
-
-
100
First item
The first item of the opinion form included a text drawing attention to the relationship
between the beak structure of birds and their diet. Based on the content of this text, three
questions (A, B, and C) were asked, and the views of the participants were received. The
questions were as follows: A) Is the work done by a person who collects data on the
relationship between the beak structure of birds and their diet is scientific research?, B) Is the
work done an experiment? C) Can scientific research be conducted with more than one
method?
For question A, the majority of the teachers (78.58%) expressed informed views by saying "it
is scientific research"; some teachers (4.76%) stated false views by saying that there was no
scientific research; some teachers (7.14%) stated that they were undecided and expressed
naïve views; others (9.52%) expressed mixed views by saying that it should be developed in
order to be scientific research. Some representative excerpts were as follows: Expressing that
the work was scientific research, Özkan from SAU1 University presented an informed view
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by saying “Of course it is scientific. There is a defined purpose and research. It is scientific.
Because there is a cause-effect relationship.” İlker from MEDU2 University did not answer
the question by saying "I don't know much about this issue, to be honest." Although İlker was
reinterviewed later, he gave the same answer. Gönül from EAU3 University expressed a naive
view by saying "If something is researched, it is scientific." In the first data, Gönül provided
an unrelated answer such as “Science is for knowing.” Osman from BSU3 University
expressed a mixed view by saying "To call research as scientific research, it must be made
according to scientific research criteria. Although there are main criteria here, we cannot say
that it is a scientific study in the full sense."
The majority of the teachers (95.24%) gave negative answers to the question B of the first
item. For example, Özgür from CAU2 University stated an informed view by saying
“Experiment is a complex process performed in order to reach numerical and stable results.
The process in this example is not experimental.” On the other hand, one teacher (2.38%)
offered a false view, and one teacher (2.38%) presented a naive view. Those teachers were
Fatma from EAU2 University who expressed naive views by stating "It is not an experiment.
If there are no activities carried out in the laboratory environment, it cannot be an
experiment." and Derya from AU3 University who presented false view by saying “Yes, it's
an experiment. Because an idea is examined, and a result is reached." None of the
participants presented any mixed views.
Regarding question C of the first item, the majority of the opinions (69.05%) were that
scientific research could be carried out with a single method. Teachers were observed to have
false information about the subject. Some teachers (19.05%) stated that scientific research
could be carried out with more than one method. Besides, they supported their opinions with
correct examples and had consistent knowledge on the subject. On the other hand, although
three teachers (7.14%) advocated that more than one method could be used, they could not
base their statements. Thus, these teachers were considered to have insufficient knowledge.
Although two teachers (4.76%) were found to have correct information, the research
questions they gave as examples were not appropriate. Therefore, they were considered to
have mixed views. Gökhan (BSU2 University) expressed his false opinion as "Scientific
research refers to one method. Therefore, scientific research should be done with the
scientific research method, which is the only scientific method." Sema (SAU2 University)
said, "It is important to reach definite results in scientific research. Therefore, the method
with proven accuracy should be used while conducting the research." Gökçe (AU2
University), one of the teachers who stated that more than one method could be used, said
"There is a mixed research method today. Mixed research is based on pragmatist philosophy.
It gathers the needed aspects of all research methods together. Therefore, more than one
method can be used in the same research." Gökçe gave the following examples for mixed
methods: “1-A study investigating the population growth rate of a city and its reasons, 2-A
study investigating the unemployment rate in a city and its reasons.” She provided scientific
evidence for her research subjects by saying "These are scientific studies that investigate both
the phenomenon and its causes together." A similar view was underlined by Sadık from AU1
University. Sadık put forward his opinion as "More than one method can be used in scientific
research if necessary." To support his view, Sadık presented the following questions: 1- What
is the number of rich people in the country? And how did they become rich?, 2- What is the
average temperature of the air in the winter months, and what are the reasons? According to
him, these questions represent situations that require the use of more than one research
method. On the other hand, Cansu (SAU3 University), one of the teachers with insufficient
knowledge, used a correct expression by saying "It is possible to use more than one method in
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scientific research." However, her view was considered naive because she did not base her
thoughts. Meltem from MU3 University used a consistent statement by saying "Quantitative
research and qualitative research methods can be used together in multidimensional
research." However, she showed a mixed view on this issue by stating "A study examining
under which conditions an egg can be cooked is a study where two methods can be used
together."
Second item
In the second item, their views on the following scenario were examined: Two
students were asked whether scientific research would always start with one question. While
one of the students approved "yes", the other said "no". Which student do you agree with,
why?
The majority (71.42%) chose the correct answer by stating that they supported the student
who said yes. Others (28.58%) supported the student who said no and chose the wrong one.
Some of those who approved the student who said yes (30.95%) had naive views as they
could not justify their approval; some (26.19%) gave informed views on the subject by
providing correct bases; others (14.28%) showed mixed views by using unclear expressions.
The most striking views were as follows:
(Informed) "I support the student who answered yes. Science starts with questioning and
trying to find solutions to problems. If a question is not asked (such as how will I solve this
problem?), science will not start."(Cengiz from SAU1 University).
(Naive) "I agree with the student who said yes. For example, the question of how we can
make our lives better is a scientific question." (Gülşen from EAU3 University). Her example
covers a subject that is too wide to be scientific. Because the scope of scientific questions
should be determined.
(Mixed) "I agree with the student who said yes. Scientific research always starts by asking a
question. However, the aim is not always to answer the question. For example, you want to
identify the problem at a school. Your goal is just to determine, not to solve it." (Betül from
MU2 University). Talking about the determining nature of science, Betül uses a correct
expression. Yet, she is not aware that the determinations made by science are used to solve
problems.
(False) “I agree with the student who said no. Because science is born out of necessity. There
is no need to ask questions for scientific research. Anyone who wants to build a plane does
not ask questions. They think that they need a fast-moving vehicle."(Yavuz from MEDU3
University).
Third item
The third item involved two questions: A) If many scientists ask the same question
and use the same methods to collect data, would they all get the same results?, and B) If many
scientists ask the same question and use different methods to collect data, would they all get
the same results?
Some teachers (33.33%) were found to be oriented toward a strict positivist science paradigm
while answering question A. They adopted the experimental research understanding of
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positivism and had naive views because they stayed away from the post-positivist paradigm.
On the other hand, other teachers had false views (26.19%), mixed views (21.44%), and
informed views (19.04%). Here some representative examples:
(Informed) "I don't think they can reach because every scientific research carries traces of its
researcher." (Tarık from CAU1 University).
(Mixed) "They cannot reach, even if the method and question are the same, every person's
thoughts and actions are different." (Selin from AU1 University).
(Naive) “They can reach because scientific knowledge is obtained through experiments.
Whenever the experiments are repeated, they give the same result." (Ayşe from SAU3
University). This statement shows that Ayşe has a purely positivist science paradigm. Thus, it
would be fair to say that she does not know much about qualitative research.
(False) "I think they can reach. If the road is the same, the method is the same and everything
is the same."(Vedat from MEDU3 University). Since Vedat left the answer to this question
blank in his opinion form, he was interviewed, and the above answer was received.
Question B shared similar results with question A. While 33.33% of the teachers had naive
views and believed that it could not be reached since they adhered strictly to the positivist
view and ignored the post-positivist view, 26.19% of them said it could not be reached as they
had the false information. On the other hand, teachers had false views (26.19%), mixed views
(21.44%), and informed views (19.04%). Some striking answers to question B were as
follows:
(Informed) “They can be reached. There is not a single way in science. The same result can be
reached in different ways." (Gamze from AU2 University).
(Mixed) ''They can reach. Maybe it will reach results that can be interpreted differently, but it
will reach similar results." (Ömer from EAU1 University). Ömer used this rhetoric during the
interview. He made an incomprehensible statement as "There is no real information" in the
opinion form.
(Naive) "They cannot reach because real information can be reached through measurement."
(İnci from MU3 University). Inci showed that she adheres to the positivist science paradigm
by making statements similar to the statements of Ayşe, who graduated from SAU3
University.
(False) "They cannot reach. I think people who use different methods will achieve different
results." (Çetin from BSU1 University).
Fourth item
In this item, the focus was on whether data and evidence were the same concepts, and
the answers were asked to be based on examples. While more than half of the teachers
(59.52%) demonstrated false views, indicating that data and evidence were the same concepts,
others (40.48%) stated that they were different and showed that they had correct information
at this point. The participants who knew the difference between data and evidence (21.42%)
showed mixed views by partially making the sampling incorrectly, while some of them
(14.29%) showed naive views by giving completely wrong examples. For example, Ahmet
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from SAU2 University displayed that he knew the difference between data and evidence by
saying "Data is raw information, and evidence is information that has been edited and
confirmed its accuracy." Yet, he had a naive view on the topic as he said, "Information
received from a person is data. Data from a computer is evidence." Hakan (MEDU1
University) presented that he was aware of the difference between the two concepts by
emphasizing, "Data refers to the content that has not yet been processed. Evidence is the
proven information. They are not the same." However, he was found to have a mixed view:
"For example, the presence of light is a proof, but the absence of light is data.” This is
because he could not explain what evidence of the existence of light might be and to what
extent the absence of light was data. Only two (4.77%) teachers knew the difference between
data and evidence and based their views on correct examples at the same time. One of them,
Gizem (CAU1 University), made the following statement: "Data and evidence are different
from each other. Data refers to information that has not been scientifically revealed and
processed. On the other hand, evidence is the information whose certainty has been
determined through the data and is ready to be put forward scientifically.” She knew the
difference between the two concepts correctly and based her knowledge on correct examples.
She based her view on the following example: "While raw information obtained in research is
data, the constant information obtained as a result of processing this information is
evidence." More than half of the teachers (59.52%) were observed to have false views by
saying that data and evidence were the same things. One of them was Sevim from CAU3
University, who said, “Both data and evidence are scientific concepts. Both are included in
research lessons. They are the same for me. We can evaluate the result of an experiment as
both data and evidence.”
Fifth item
In the fifth item, two groups (A and B groups) were directed the following question:
"Are different brands of vehicle tires more prone to bursting?" It was observed that Group A
made experiments in one way to find an answer to this question, and Group B made
experiments in three different ways. After teachers were informed about this situation, they
were asked "Which group gives better results in your opinion? Please explain with its
reasons.”
While 92.86% of the teachers chose the correct one by approving Group B, 7.14% chose the
false one by agreeing with Group A. Although the majority of those who approved Group B
(71.43%) used correct expressions by saying that trying different ways would contribute to
more consistent results, they did not mention the concepts of reliability and validity.
Therefore, they were found to have naive views. For example, Şahin from BSU3 University
stated that "I support the method of Group B. Experiments in a single environment may not
give healthy results. For this reason, doing it in different environments provides more robust
results.” Six participants (14.29%) who favoured Group B argued that the experiments
performed in three different ways would provide more concrete information due to the
consideration of different environmental conditions. However, it was understood that they had
a mixed view because they did not mention the concepts of reliability and validity. For
example, Dilek from AU3 University displayed a mixed view on the subject by saying, "I
guess Group B will yield more objective results than Group A. The environmental conditions
will inevitably affect the content of the experiment. Therefore, experimenting in different
environments provides more consistent results.” Three participants (7.14%) answered the
question with full knowledge. One of them, Sedat (MU1 University), showed that he had full
knowledge of the subject and had an informed view through his following sentence: "I find
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the behaviours of researchers in Group B correct. Scientific investigations are carried out
under different conditions to observe whether the results are affected by different conditions
and whether different conditions will produce the same results. Such behaviours increase the
reliability of scientific research." Kadir from EAU1 University (one of the participants who
approved Group A and had a false view) said “I think Group A is right because wherever it
happens, the same process gives the same result."
Sixth item
The sixth item of the form consisted of two questions (A and B questions). Question A
included a table showing the relationship between the weekly growth rate of a plant and the
daily sun exposure time. The growth rate of the plants was given in inverse proportion to the
duration of sunlight. Based on the information presented in the table, participants were asked
whether they agreed with the propositions or not. The propositions are as follows: A) The
more sunlight, the more plants grow. B) The less sunlight, the more plants grow. C) There is
no relationship between the growth of plants and sunlight.
Some participants (11.9%) showed false views by voicing statements that were not related to
scientific research methodology. For example, Ali from BSU1 University demonstrated that
he did not know how to approach propositions by saying, "This table is completely wrong. It
is known that the sun is necessary for plants.” On the other hand, most of the participants
(59.5%) were found to have naive views on the extent to which the propositions should be
resolved. For instance, Mehmet (MEDU2 University) stated that he agreed with the
proposition B and stated the reason as "Because the table supports this." Mehmet's view was
in line with the necessity of evaluating the propositions within the scope of existing concrete
information but was inadequate due to his incomplete explanation. Some participants
(14.28%) made more consistent statements. Although they explained whether they agreed
with the propositions or not, they could not make clear enough explanations and showed
mixed views. For example, Mahmut from MU1 University said, "Regarding the information
of the table, the opposite is the case. Since it will be interpreted according to the information
in the table, plants with low light grow more.” This statement is correct. While evaluating the
propositions, the acquired knowledge is used. However, Mahmut could not adequately
explain the reasons for his view. Therefore, his view was considered to be mixed. Other
participants (14.28%) showed informed views. Duygu (MU2 University) explained that she
should decide whether to agree with the propositions or not, based on the information
presented, together with the reasons, by saying, "According to the table, the longer the sun
exposure time, the slower the growth rate of the plants. Therefore, the growth of plants is
proportional to whether they get sunlight or not."
In question B of the sixth item, “Do you think the data in the table (the table given in question
A) are sufficient for you to evaluate the propositions? Why / why not. Please explain.”
All participants responded as yes. The majority of the participants (95.23%) used unscientific
statements while explaining the reasons for their opinions. Some views were as follows:
(Naive) "I think it is sufficient. The question and the table match. Only the information in the
table was asked in the question." (Sevgi from BSU2 University). The participant knew that
the proposition should be evaluated within the information in the table, but his explanations
were extremely inadequate. Sevgi used this expression during the interview because she did
not give clear information in the opinion form.
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(False) "The types of plants should also be given because there are plants that don't need
sunlight. "(Zerrin from CAU3 University). Zerrin used this expression during the interview.
He expressed an inexplicable expression in the opinion form such as "Plants grow anyway."
(False) "I think water and soil should have been mentioned as well. However, only the sun
was mentioned. There is a lack of information. "(Dilek from AU3 University).
Seventh item
In the seventh item, three questions were asked as A, B, and C. The questions were
prepared according to two dinosaur skeletons. There was a difference between skeletons in
the way the front and hind leg bones were placed. In the first skeleton, the big feet are placed
in the back, and the small feet are in the front. In the second skeleton, the big feet are placed
in the front and the small feet are placed in the back.
In question A, the participants were told that according to most of the scientists the placement
in the first skeleton was correct, and then their opinion was asked about this issue. They were
also asked to present at least two reasons while expressing their views. Within the scope of
the answers, 11.9% of the participants had false views; 42.86% had naive views; 35.72% had
mixed views; 9.52% had informed views. Here are some representative examples:
(False) "I agree with the scientists. 1-) It sounds more logical. 2-) In all known dinosaur
fossils, big feet are in the back, small feet are in the front."(Ümit from MEDU1 University).
Ümit had a false view as he only decided according to traditional perception.
(Naive) “I believe the first figure is correct. 1) When looking at the skeleton, it seems that the
weight should be on the hind legs. 2) The tail is too big. Only big hind legs can lift such a big
tail." (Mehmet from EAU2 University). Mehmet made correct explanations but could not
explain his findings sufficiently. Therefore, he was assumed to have a naive view.
(Mixed) "The skeleton in the first figure is correct. 1) The environmental conditions in which
the dinosaur lived may have required the big feet to be in the back. 2) The body structure of
the dinosaur may have required this." (Mert from MEDU2 University). Although Mert's
statements were correct, they did not have a scientific basis. In this context, Mert was
considered to have a mixed view.
(Informed) "I think the skeletal structure in the first figure is correct. The skeletal structure is
shaped by a wide variety of factors. Some examples of these factors can be 1) environment, 2)
nutrition style." (Barış from CAU2 University). Barış followed the scientific path, so he was
considered to have an informed view.
In question B of the seventh item, participants were asked to answer the following question:
“Considering your answer to the above question about placing dinosaur bones, what kind of
information do scientists use to explain their conclusions (inferences)?” Two participants
(4.76%) showed that they had false views by giving extremely narrow answers. Kadir (EAU1
University) gave a simple answer as "If we only think about this question, they use the
harmony in visuality-not clear." On the other hand, most of the participants (59.53%)
answered the question mostly hypothetically. Even though these participants had little
knowledge, they did not know enough about the subject, and their views were naive. For
example, Cansu from SAU3 University said, "Scientists explain the results with their
reasons." Cansu was aware that science is based on the cause-effect relationship, but she
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could not base her opinion on the right foundations. Other participants (35.71%), on the other
hand, presented mixed opinions. Tarık (CAU1 University) said, "They think of many factors
together, such as the reasons leading to the conclusion they reached and the way they
followed.” Tarik's statements were correct. However, he did not explain what he meant by
saying "many factors". In this context, he was believed to have mixed information. None of
the participants could answer this question with an informed view.
Question C of this article involved "What kind of information do scientists use to explain their
conclusions (inferences) while conducting scientific research?" What distinguishes this
question from question B is that it prompted the participants to answer without thinking.
However, the majority (92.86%) did not understand the question and repeated their answers to
question B for this question. They were assumed to have false views. Only three participants
(7.14%) did not repeat the answer they gave to question B. However, it was observed that
they also had naive views. Here are some representative examples:
(Naive) "They explain it as it is." (Cengiz from SAU1 University).
(Naive) "They use concrete information." (Fatma from EAU2 University).
(Naive) "They use systematic information." (Osman from BSU3 University).
Their responses displayed their consciousness of the fact that science was based on
consistency. However, they could not base this knowledge on any grounds.
Discussion and Conclusion
Social studies course aims to teach the contents of social and human disciplines and
methods of reaching the information in accordance with the level of primary and middle
school students. In this context, to teach social studies course properly, teachers need to know
the methods of reaching the information (that is, scientific research methodology) as well as
the content of social studies. Based on this requirement, the study results were discussed and
presented below.
Most of the teachers were observed to know the general structure of the concept of scientific
research and the basic elements of the experimental process. Teachers' basic knowledge of
scientific research can be a result of the lectures given for scientific research methodology,
especially during undergraduate education. In their study with student teachers, Akerson and
Donelly (2008) found that all participants who took a course on scientific research
methodology had basic knowledge in that sense. In this context, the researchers found that the
information on the concept of scientific research was mostly acquired during undergraduate
education and developed in subsequent processes. Another study supporting this finding is
Astor-Jack et al.’s (2007). They examined science education in and out of school within the
scope of the views of educators. They found that basic scientific knowledge was gained
within the scope of school programs.
More than half of the teachers had false views that speculates a single method could be used
in scientific research. In this context, they pointed out only qualitative or quantitative research
methodologies, and they were not aware of the mixed-methods research methodology.
Although it is basic knowledge that more than one method can be used at the same time in
scientific research, it was not valid for the majority of social studies teachers. In this respect,
it was observed that the principles of research methods were not at a level, which aretaught to
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students during their undergraduate studies. Examining teachers' views on the epistemology
of scientific research methodology, Tsai (2007) also reported that equipping students with
correct information could only be achieved with the competence of the teacher. Investigating
the content of the scientific research-oriented education given to Brazilian teachers, Monteiro
et al. (2016) also stated that students' ability to reach their teaching goals was related to the
level of scientific knowledge that teachers have.
Regarding "asking questions", which is the first stage of the scientific research process, most
of the participants were found to have false, incomplete or mixed views. Thus, social studies
teachers did not know how to start scientific research. Roth et al. (1998) suggested that
teachers should concentrate on the content of scientific research in their study in which they
investigated how they would teach scientific research to students when they started their
profession. Researchers also concluded that student teachers who did not learn much during
scientific research-oriented courses would not have sufficient knowledge on the subject.
Regarding whether the same research question and data collection method would give the
same results under all conditions, and whether studies conducted with the same research
question but using different data collection methods would yield the same results, teachers
were found to have false views. Teachers' lack of knowledge about the variables under which
research results should be formed was determined as the reason for the errors in their
perspectives. In their study examining the views of Korean science teachers about the basis of
scientific research, Choi et al. (2019) concluded that most of the participants had sufficient
knowledge on the subject, as they took comprehensive courses on scientific research
methodology. Many similar studies (Sampson & Blanchard, 2012; Asay & Orgil, 2010)
reported that science teachers had a high level of knowledge about scientific research, and
that they had informed views. Based on the results of these studies, it can be interpreted that
the false views of teachers were due to their not taking comprehensive courses on scientific
research methodology.
More than half of the participants did not know the difference between data and evidence.
This may be due to the insufficient teaching of scientific research methodology in social
studies undergraduate programs. Therefore, it is assumed that they will not be able to properly
educate students about scientific research methods. According to McNeill and Krajcik (2008),
the most influential factors on student learning were teachers' readiness and their practices.
Like this study, researchers underlined that the incompetence of the teacher affected students'
learning in an absolute way. Flick (2000) concluded that the most important factor in teaching
scientific research was the level of knowledge, which shapes the approach towards scientific
research.
Regarding the repetition of the results obtained in the experimental procedures under different
conditions for verification, participants had false views. Most of the teachers did not know the
importance of verification in scientific research, and thus they inconsistently approached the
subject. In their study examining the opinions of student teachers on the development of
scientific knowledge, Liang et al. (2009) underlined that scientific knowledge was verifiable
knowledge and its development could be achieved by testing it under different conditions.
This distortion in the views of social studies teachers was identified as another consequence
of inadequate training in scientific research methodology in undergraduate education.
More than half of the teachers had naive views about the evaluation process of the
propositions and almost all of them did not know what information should be used in the
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evaluation of the proposals. Based on this information, teachers were assumed to be
extremely inadequate in teaching the variables of scientific research to students. In their study
examining middle school students' views on scientific research, Eliyahu et al. (2020) reported
that students with consistent views were students of scientifically equipped teachers, but
students with inconsistent views were included in the classes of teachers who did not have
sufficient knowledge of scientific research methodology. The findings of Eliyahu et al. (2020)
support this study.
Most of the teachers had either naive or mixed views on the necessity of using a basis while
expressing an opinion on a scientific issue. The insufficient knowledge of the importance of
basing in scientific activities made it difficult for teachers to do scientific research and to
teach students how important scientific bases were in research processes. In their study
investigating the sources of the problems that primary school teachers experienced while
doing scientific research, Cho et al. (2008) reported a lack of justification as one of the
reasons for these problems. On the other hand, teachers had false, inadequate or mixed views
about the information that could be used in explaining the results of scientific research. How
to explain the results of scientific research is very important. Here concrete and
understandable expressions are vital and the process followed must be able to be expressed in
detail. In this context, having incomplete or incorrect information makes it difficult to
understand research results. The teacher who is insufficient in this context will cause his
students to be inadequate. Anngraeni et al. (2017) investigated high school students’
understanding of scientific research and concluded that the students' level of knowledge on
the subject matter was directly proportional to the knowledge level of their teachers.
Recommendations
The social studies course aims to teach the research methodologies that social sciences
use while generating knowledge as well as the information they produce. One of the factors
that are necessary for the realization of these goals is that the teacher has sufficient knowledge
about the subject. This study found that social studies teachers had false and naive views on
the subject matter. It was realized that the reason for the inconsistency in teachers' views was
largely related to the education they received. In this context, recommendations were made to
teachers, administrators, and the Council of Higher Education (CoHE) officials.
Recommendations for teachers are as follows:
Scientific research is a way to reach scientific knowledge and enough attention should
be given to the subject. Thus, the lack of knowledge should be eliminated by reading
publications on scientific research methodology and a consistent view should be
developed.
Scientific research trials should be made to obtain information for practice. A
collaborative learning approach can be applied by including students in such practices.
Recommendations for administrators:
In-service training should be provided for teachers' misconceptions about scientific
research.
Teachers should be provided with environments where they can teach their students as
well as conduct scientific research.
Within the scope of a hidden curriculum, teachers should be directed to give more
importance to scientific research.
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Recommendations for officials of the Council of Higher Education (CoHE):
Equally intensive classes on scientific research methodology should be given in all
teacher training programs. In this context, comprehensive courses on scientific
research methodology should be given in the field of social studies teaching as well as
in the field of science teaching.
Students of social studies teaching programs should be encouraged to do research
within the scope of social studies.
Conducting a scientific study may be required as a condition of graduation from social
studies teaching programs.
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