Reflections of Teaching of Controversial Topics to the Field of Classroom Education

• Published in: Egitim ve Bilim 2021-01, Vol.46 (205), p.161-189
• Main Authors: Öntaş, Turgay, Yıldırım, Erdal, Egüz, Şule, Kaya, Bengisu
• Format: Article
• Language: English
• Subjects: Case studies; Classrooms; Elementary school students; Elementary School Teachers; Eğitim Bilimleri; Knowledge; Learning Processes; Research Methodology; Social studies education; Students; Study and teaching; Teacher education; Teachers; Teaching; Universities
• ISSN: 1300-1337
• DOI: 10.15390/EB.2020.9104

In this study, it is aimed to determine the opinions and practices of the teacher candidates educated on Classroom Education, academicians working in the Department of Classroom Education, and primary school teachers on the controversial subjects in the teaching-learning process. The research is patterned from qualitative research approaches through a case study. The study carried out in the spring semester of the 2018-2019 academic year included 29 students studying in the third grade of the Faculty of Education at three different public universities, 15 classroom teachers working at schools affiliated to the Ministry of Education, and 5 Ph.D. academicians within classroom education In the study, the data were collected by semi-structured interview forms, and the obtained data were analyzed by the thematic presentation of certain codes and categories. When the findings of the research are examined, it is seen that the information, culture (respect, conflict), and environment codes related to the importance of the culture of discussion are frequently expressed. The findings are remarkable in that the acquisition of necessary and sufficient knowledge related to the discussion culture encourages individuals to conduct the discussion process with different individuals or platforms in a healthy way. The style used in the efficiency of the discussion process, the acceptance of different ideas with respect and the ability to listen effectively are vital. The findings that positive school and classroom climate, which expresses the existence of suitable environments where controversial issues can be discussed, contributes to the development of respect-based attitudes and behaviors among individuals, are also very important. Academics and teachers are responsible for creating ideal discussion environments. Moreover, the formation of positive thoughts on controversial issues should not be overlooked to encourage the expression of scientific, fair, and democratic ideas. Both academics and teachers should be a model for their students by ensuring correct communication with students. Participants in the teaching of controversial issues have some concerns and worries caused by pressure. Legal arrangements can be made to eliminate these situations.