Table 5 - uploaded by Deniz Tonga
Content may be subject to copyright.
The Examples of the Participants Related to Democracy at Schools 

The Examples of the Participants Related to Democracy at Schools 

Source publication
Article
Full-text available
In this research, the information about democracy, which social studies prospective teachers have, and interpretation of the information sources are aimed. The research was planned as a survey research methodology and the participants were determined with criterion sampling method. The data were collected through developed open-ended questions from...

Similar publications

Article
Full-text available
This research is a multi-year research that is planned to be completed in 2 (two) years. In this year this research aims to see the implementation of the child offender in The Children Penitentiary Sei. Bulu Muara Bulian Jambi. This research is an “Empirical Research”, that conducted field research on The Child Penitentiary Sei. Bulu Muara Bulian,...

Citations

... Thus, the implicit and explicit need to stress democratic values and engagement in education in order to sustain democracy becomes imperative. Over the years, the democratic classrooms have been used for various purposes such as civic education, character education, group learning and moral development and so on (Tonga, 2014). Young people learn the way to contribute to their society through formal and informal learning experiences in schools (F Reichert & Print, 2018). ...
Article
Full-text available
Democratic classroom practices are all strategies adopted by classroom teachers to actively engage students in the learning processes. Considerable literature assessing influence of Civic Education on youths’ active participation in a democratic society exists. Not much have reported an empirically conducted study on classroom best practices adopted by Civic Education teachers in the Global South. This paper examines classroom democratization by Civic Education teachers in South East Nigeria, students’ and teachers’ perceptions of democratic classroom, and challenges confronting classroom democratization. Focus Group Discussion and Democratic classroom questionnaire were used to elicit information from 151 civic education teachers and 1400 senior secondary school one (SS1) students. Findings revealed that Civic Education teachers in South East Nigeria adopted democratic classroom practices marginally. Recommendation includes more adoption of democratic classroom best practices for development of students’ critical thinking abilities, preparing them to become participatory in their civic duties and reducing crimes among today’s youths.
... In a democratic system, all citizens are entitled to their basic rights and efficiently follow their duties. Democracies always demand people's participation at the maximum level (Dundar, 2012;Tonga's, 2014). A democratic environment makes it possible for people to have access to liberty, equality and justice and grow in an environment where they can improve themselves (Mohanty 1986;Mathe, 2016). ...
Article
Full-text available
The purpose of this research study is to comprehend secondary school students' and teachers' sentiments concerning democracy in the state of Jammu & Kashmir (J&K). The key intention was to explore how school education plays a major role in infusing the ideas and values of democracy among students and teachers of J&K. To scrutinize the understanding of this concept, an exploratory study has been conducted. A total of 512 students and 84 teachers from 10 schools in 5 different districts of J&K have been selected as samples by using purposive/ convenience sampling method. The researcher applied a self-developed questionnaire with semi-structured interviews, focused group discussions and classroom observation as a part of the required field work. The findings of the study indicate that conceptualization of the term 'democracy' amongst students is most commonly associated with some facets of liberal democracy through a general focus on elections and voting, majority rule and individual civil liberties. An aspect of consciously idealistic conception of democracy has been also found. Democracy is understood as a utopia that maintains equality, liberty, unity, and the constitutional rights. Overall, democracy, in reasonable terms, appears more common than what we might have initially presumed. Moreover, although the evidence is mixed, it appears that interpretations are more prevalent based on ideas of freedom and liberty. One central implication of the study will be fruitful to present curriculum and pedagogical practices to develop democratic classroom processes which can help to heal conflict hit society and instill hope for better future.
... Levin'e (1998, ss.64-65) (Apple ve Beane, 1995;Biesta, 2007;Crick, 1998;Edward, Giacomo ve Andrei, 2006;Farrell, 1998, Gerzon, 1997Lipset, 1959;Torney-Purta, Lehmann, Oswald ve Schulz, 2001). Benzer şekilde Türkiye'de de yapılan pek çok çalışma ve yasal düzenlemeler demokrasi eğitiminin gerekliliğini vurgulamaktadır (Büyükdüvenci, 1990;Büyükkaragöz, 1990;Demirbolat, 1997;Gülmez, 1994;Kepenekçi, 2003;Kıncal ve Işık, 2003;Kuş, 2012;MEB, 1973 (Doğanay, 2010;Dündar, 2012;Günel ve Pehlivan, 2015;Kuş ve Çetin, 2014;Oral, 2008;Şeker ve Topsakal, 2011) ve Sosyal Bilgiler (Çiftçi, 2013;Eker ve İncirci, 2016;Ersoy, 2014;Kıroğlu, 2013;Tonga, 2014) (Kuş, 2014). Bu yönüyle değerlendirildiğinde, incelenen çalışmalarda veli ve toplumun diğer unsurlarının çok fazla örneklem grubu olarak kullanılmaması, üzerinde düşünülmesi gereken bir konudur. ...
Article
Full-text available
This study is a thematic content analysis study for the systematic study of the researches on democracy education in Turkey. There have been many studies in the field of democracy education by researchers especially in recent years, and this field is becoming increasingly important in Turkey. In various dimensions related to democracy education, master and doctoral thesis studies, articles and oral presentation presented at scientific meetings are made. It is important to determine which trends are coming forward in the researches on democracy education related to different study areas. The aim of this study is to analyze the researches conducted in the field of democracy education in Turkey separately and to determine the general tendencies in these researches. In the scope of the research, thesis, articles and presentation about democracy education were examined. Studies related to democracy education were filed according to the criteria determined by two researchers. In the analysis of the data, a "control form" was created by the researchers. Recording filed sources in the control form, classification of the data has been done. The data were analyzed according to the criteria in the control form to determine the research trends in democracy education. As a result of research, it is understood that the studies on democracy education in Turkey are in parallel with the preparation and updating of the curriculum and the majority of work has been written in Turkish.
... Bu noktada öğretmen adaylarının eğitim fakültelerine yeterli donanımla gelmemeleri de büyük bir sorundur. Öğretmen adaylarının pek çoğu kitap okumayı ve ders çalışmayı sevmeyerek üniversitelere yerleşiyorlar ve bu tutumlarına üniversitede de devam ediyorlar (Demir Atalay, 2009;Tonga, 2014). Öğretmenlik eğitimi, okumadan, araştırmadan ve ders çalışmadan hakkı ile yerine getirilebilecek bir eğitim ve meslek değildir. ...
Article
Full-text available
The recent social studies curriculum of 2005 has revealed new working fields for academicians and trainers. In addition to this, it is observed that some of the problems encountered in social studies education are still unsolved although it has been 12 years since they were encountered. In this context, the aim of this study is to present an evaluation on problems encountered in social studies education today. Problems are presented under the following titles: Problem of teacher’s education, dimension of social studies curriculum, dimension of lifelong education for teacher and failure of sufficiently filling the content of the target of being a good person and a good citizen. As a consequence, it is very important to radically solve these problems for the achievement of social studies education, which would contribute to raising a greater number of citizens who dignify human values and increasing the social peace.
... Over the years, the democratic classrooms have been used for various purposes such as civic education, character education, group learning and moral development and so on (Tonga, 2014). However, little research exists on its use for the development of social skills among students (Spencer-Waterman, 2013). ...
Article
Full-text available
The concept of democratic classroom is controversial for being vague and idealistic. It has been termed more rhetorical than a realistic. Despite of this, the role of democratic classroom in socialization of students has well recognized in every age. Therefore, a noticeable need exists to assess the degree and direction of relationship between democratic classroom and students’ social skill development. Previous studies have reported that classroom environment is a good predictor of social development of students. However, little research has explored the perspectives of students about their social skill development in a classroom environment, particularly focusing the three social skills such as listening to others carefully, waiting for turn and raising hands to ask questions. The present study fills this gap in the current literature on the relationship between democracy and education. The aim of this paper is to examine the effect of democratic classroom environment on social skills development of students. Based on causal comparative design, the study used a self-developed questionnaire to examine the perceptions of 80 male and female students selected on random sampling basis from 20 secondary schools in one district of Khyber Pkahtunkwa, Pakistan. For data analysis, Chi-square test was applied. Results of the study showed that there was no significant difference in the perceptions of male versus female secondary school students regarding the effect of classroom environment on social skills of students. Both equally considered democratic classroom environment important for social skills development. The study concludes that democratic classroom has a positive effect on all the three social skills development of students. DOI: 10.5901/mjss.2015.v6n2s1p18