Journal of Innovative Research in Social Studies
Yazarlar: Feride ERSOY
Konular:Eğitim, Eğitim Araştırmaları
Anahtar Kelimeler:Teacher education,Social studies education,Value education,Wastage
Özet: The concept of wastage is used in all areas of life to express excess consumption and excessive behavior. Today, its widespread use is consumption-oriented. Wasting is more in our lives along with tools such as fashion and advertising used by economic systems that promote surplus consumption. At the same time, one's extravagance behavior constitutes extravagance at home and in public institutions. Extravagance adversely affects the family budget and the state budget as well as the individual's economic budget. There is a risk of the individual becoming impoverished due to wastage, and an outward dependent economy due to the increase in imports of the state. Considering the consequences of this condition, contrary to the praised savings in the proverb, “drop by drop becomes lake”, -even if less- there will be nothing left. It is possible to inform generations and gain awareness on such an important issue through education. On such an important matter, informing generations and gaining awareness are possible with education. Social studies course is one of the courses that can be effective in waste education both in terms of its target audience and in terms of its subjects and values. It is primarily aimed to explore social studies teacher candidates’ perception about wastage because today's social studies teacher candidates will be the teacher of the near future. The target of this study is to explore the perception about wastage of social studies teacher candidates. The study was designed with the phenomenology pattern of qualitative research. The study group was selected by criterion sampling, one of the purposive sampling techniques. Participant criteria of the study included completed “citizenship knowledge course” that one of the social studies undergraduate program courses. The study group consisted of 10 pre-service teachers who want to participate voluntarily, have completed the citizenship knowledge course, and continue their education in the third grade in 2019-2020 academic year. Semi-structured interview form, consisting of open-ended questions, was used during the data collection process. Data were collected by in-depth interview technique. Participant consent was received and the data was recorded. The data was analyzed by content analysis in accordance with the phenomenological pattern. The findings were supported by direct quotations.