Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi

Students’ civic knowledge and perceptions of civic concepts in a private school: a comparative international perspective

Yazarlar: Hanife Akar, Filiz Keser Aschenberger

Cilt 6 , Sayı 12 , 2016 , Sayfalar 115-132

Konular:-

Anahtar Kelimeler: Citizenship education,Civic knowledge,Democracy,IEA,Comparative research

Özet: Abstract The aim of this study was to provide a descriptive framework for patterns of civic knowledge; attitudes toward democracy and citizenship; and the civic school environment of lower-secondary-school students by examining the case of a private school in Ankara from an international comparative perspective. The student questionnaire utilized in the IEA 1999 Study was adapted and used to collect data from a sample of 196 adolescents attending a private school. In general, Turkish students scored higher than the international mean in terms of civic knowledge related to political rights, the function of laws, free elections and gender discrimination. In addition, when compared to their international counterparts, the Turkish study group appeared to have a more conventional concept of citizenship, with a particularly strong emphasis on secularity.

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@article{2016, title={Students’ civic knowledge and perceptions of civic concepts in a private school: a comparative international perspective}, volume={6}, number={115–132}, publisher={Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi}, author={Hanife Akar, Filiz Keser Aschenberger}, year={2016} }
APA
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Hanife Akar, Filiz Keser Aschenberger. (2016). Students’ civic knowledge and perceptions of civic concepts in a private school: a comparative international perspective (Vol. 6). Vol. 6. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi.
MLA
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Hanife Akar, Filiz Keser Aschenberger. Students’ Civic Knowledge and Perceptions of Civic Concepts in a Private School: A Comparative International Perspective. no. 115–132, Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 2016.
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