The views of social studies teacher candidates on multiple entry points

Abstract

The aim of this study is to examine the views of social studies teacher candidates on using multiple entry points in geography teaching in education faculties. Study was conducted with 3rd and 4th grade social studies teacher candidates in a state university of Turkey during 2013-2014 education year fall semester. Seven multiple entry points (activities) on renewable energy sources were developed and by applying in the course, the views of 94 teacher candidates both from daytime and evening classes were taken. Survey study which is one of the descriptive research methods was used and survey technique was applied in the study. Survey which was used to collect the data was consisted of 28 questions in 5 points Likert type. In data analysis, mean, frequency, standard deviation, t-test and Anova analysis were used. The analysis of data gathered was done with SPSS 14 programme by using the significance level of .05. According to results of study, it was seen that teacher candidates have positive views about the course which includes multiple entry points and on being ashamed and feel degraded while applying activities however they have partially negative views on having difficulty and lack of time while designing and applying activities. Various suggestions on using multiple entry points were given based on those results. © The Turkish Online Journal of Educational Technology.