The Effect of Using Documentaries in Social Studies Lesson on the Levels of
Academic Success and Mindfulness
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Key Words:
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Recently, mindfulness-based psychotherapy has tried to help develop “an everyday
mindfulness”. Mindfulness is a conscious situation integrating mindfulness and attention
with a core characteristic of being open, receptive, and not judgmental. Contrast this with
losing one’s attention because of past experiences, an effort for being aware about one’s
primary experiences, and maintaining his/her behaviour which is not judgemental
(Thompson & Waltz, 2007). Traditionally, mindfulness involves an active unity of cognitiveunderstanding
processes indicators in two broad phases. The initial phase of mindfulness is
the process of continuous absolute attention resulted in awake and alive attention with
introspective awareness for understanding the simultaneously works of adaptive,
maladaptive thoughts and feelings (Van Dam, Earleywin & Borders, 2010).
Researchers focused on a better understanding of the role of mindfulness in
psychological and clinical problems suggest that mindfulness has a lot of different aspects,
and includes potential emotional and physical benefits (Zvolensky et al., 2006). Mindfulness
is the focal point of Interactive Cognitive Sub-systems Theory and Self-regulatory Executive
Functions theory (Wells, 2002; Teasdale, 1999 Cited in: Boysan, 2012, 8). Furthermore,
mindfulness studies have helped develop awareness and understanding of what
mindfulness is and what role it has in human functionality (Özyeşil vd., 2011). Educational
studies have found that mindful-learning must be funny, otherwise non-mindfulness and
indifferent statements occur. Making the educational process more enjoyable and attractive
improves the consciousness level and increases learning (Langer & Moldoveanu, 2000 Cited
in: Baysal & Demirbaş, 2012, 14)
One of the most attractive materials to utilize in Social Studies teaching is
documentaries. Documentaries can be effective tools in a Social Studies lessons for teaching
history. For example, documentaries can be used to teach an understanding of the beliefs
and decisions of extinct cultures. Moreover, documentaries can include cover multiple
perspectives covering various events, subjects, and people which students can’t find in
textbooks alone (Marcus & Stoddard, 2009).
Every kind of movie which can create behavioral changes in students can be used to
teach history subjects (Demircioğlu, 2007). Hence, when history is taught using traditional
techniques, the subject is perceived as boring events that occurred in the past and this causes
a decrease in attention. Documentaries, however, can direct the students’ attention to
learning material (Derelioğlu & Şar, 2010). Besides such things as novels, stories, and poems,
which increase the understand ability of subjects, carefully prepared documentaries can
bring about an objective understanding, help students to visualize history, and are effective
in transferring the information about history to the society (Çaplı, 2002).
With this background, our study tried to determine if mindfulness changes Social
Studies lessons, and to what extent it influenced a unit consisting of historical content taught
with a documentary. The contribution of mindfulness to academic success will be evaluated.
For this reason, the subject of our study is to determine the effect of using documentaries in
Social Studies lessons on the levels of academic success and mindfulness.
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Abstract (Original Language):
Bu çalışmada, Sosyal Bilgiler derslerinde belgesel film kullanımının akademik başarıya ve bilinçli farkındalık düzeylerine etkisi araştırılmıştır. Araştırma, deneysel araştırma modellerinden biri olan ön test-son test kontrol gruplu deneme modeline göre desenlenmiştir. Araştırmaya 2012-2013 öğretim yılında Erzincan il merkezinde yer alan Bahçelievler Ortaokulu altıncı sınıf öğrencileri katılmıştır. Deney ve kontrol gruplarında toplam 54 öğrenci araştırmaya alınmıştır. Deneysel işlem altı hafta sürmüştür. Araştırmacı tarafından dersin konularına paralel olarak ve ders içeriğine özgün hazırlanan belgeseller deney grubuna sunulmuştur. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen ve 6. sınıf öğrencilerinin Sosyal Bilgiler Dersi akademik başarı düzeylerini belirlemeyi amaçlayan “Yeryüzünde Yaşam Ünitesi Akademik Başarı Testi”, Brown ve Ryan (2003) tarafından geliştirilen Özyeşil, Arslan, Kesici ve Deniz (2011) tarafından Türkçe’ye uyarlanan “Bilinçli Farkındalık Ölçeği (BİFÖ)” kullanılmıştır. Gruplar; Sosyal Bilgiler Dersi Başarı Testi ve Bilinçli Farkındalık Ölçeği öntest sonuçları dikkate alınarak eşitlenmiştir. Sonuç olarak akademik başarı düzeyleri açısından deney grubunun, kontrol grubuna göre daha başarılı olduğu Sosyal Bilgiler derslerinde belgesel film bilinçli farkındalıkları üzerinde olumlu yönde etkili olduğu tespit edilmiştir.
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