[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591235-105":59,"doc-detail-591235-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","african-educational-research-journal-vol-112-full-length-research-paper","African Educational Research Journal - Vol. 11(2) - Full Length Research Paper","","A study examined students’ opinions before and after implementing evidence-based learning in seventh-grade social studies. It also analyzed difficulties during application and students’ thoughts on the process, enabling comparisons with the existing teaching method. Conducted as action research with 14 students over 32 hours, it applied evidence-based learning in “Communication and Human Relations” and “Living Democracy.” Results showed a significant positive shift in views and increased interest, with favorable attitudes, behaviors, and participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-112-full-length-research-paper/591235/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-112-full-length-research-paper/591235.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the evidence-based learning study?","Question",{"text":112,"@type":113},"To determine students’ opinions before and after evidence-based learning, identify difficulties during implementation, and reveal students’ thoughts about the process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and with how many students?",{"text":117,"@type":113},"The study used action research with a class of 14 seventh-grade secondary school students, based on a total of 32 hours of evidence-based learning.",{"name":119,"@type":110,"acceptedAnswer":120},"Which parts of the social studies curriculum were taught using the method?",{"text":121,"@type":113},"The units “Communication and Human Relations” and “Living Democracy” were implemented using an evidence-based learning method.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591235,1792436208,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African Educational Research Journal Vol. 11(2), pp. 202-219, May 2023  \nDOI: 10. 30918/AERJ.112.23.026 ISSN: 2354-2160  \nFull Length Research Paper  \nInvestigation of 7th grade middle school students'views on evidence-based learning\\#  \nÖzkan Ginesar  \nMinistry of National Education, Kütahya, Turkey.  \nAccepted 10 May, 2023  \n\n| ABSTRACT\u003Cbr>This present study was carried out to determine the opinions of the students before and after the implementation of the evidence-based learning applied to the 7th-grade students in the social studies course. In addition, this study aims to determine the difficulties encountered by students during the application process and to reveal their thoughts about the process. It enables students to make evaluations by comparing evidence-based learning with the existing method. The research was carried out with a class of fourteen students at the seventh-grade level of secondary school. The research was conducted with action research. Action research is one of the qualitative research methods. As the sampling type of the research, the easy sampling type was determined from the purposeful sampling model. The research is based on student views after a total of 32 hours of the evidence-based learning process in the social studies course. For this purpose, the units named \"Communication and Human Relations\" and \"Living Democracy\" of the seventh-grade social studies course were carried out with an evidence-based learning method. At the end of the research, a significant change occurred in students' views on evidence-based learning. It can be stated that they liked the Social Studies course more with evidence-based learning. In this process, it was observed that students' interest in the course increased, they showed a positive attitude and behavior towards evidence-based learning and actively participated in the course. It was observed that students developed positive thoughts about evidence-based learning.\u003Cbr>Keywords: Evidence-based learning, action research, social studies course. |\n| --- |\n| E-mail: [oginesar@gmail.com. Tel:](oginesar@gmail.com. Tel:) +491573353766-05415121909.\u003Cbr>\\#This present study is derived from the author’s PhD thesis. |\n\nINTRODUCTION  \nChange is taking place rapidly independent of human beings. Along with this change, it is necessary to acquire certain skills in order to be able to act in parallel with the changing world conditions of individuals (Sağlam and Bilgiç, 2018) . Nowadays, skills training has taken precedence over knowledge acquisition. Because if the student wants to overcome problems, he/she must have certain skills (Öner and Kınacı, 2021) . Curricula also aim to develop certain skills in students (Mutluer, 2013) . Especially since 2005, the skills to be gained in Social Studies Education Programmes are clearly included in the education programmes. The 2005 Social Studies Curriculum includes the skill of using evidence. In the most recently implemented 2018 programme, the skill of using evidence was also included. The ability to use evidence can play an important role in the realization of  \nskills such as decision-making, recognizing prejudice and research. It is also important that development is sustainable by ensuring that learning is continuous (Sağlam and Bilgiç, 2018) . In schools, it is not possible to teach students everything they will need throughout their lives. However, it is possible to give students the basic skills they will need in their lives and contribute to their preparation for life. The ability to use evidence is important for students to interpret events using evidence and to reach correct knowledge (Yanpar, 2009) . The social studies course taught in secondary school is aimed at providing students with various life skills. Social studies is a vital course for countries to transfer knowledge and skills to their citizens. Since countries want to provide their citizens with various knowledge and skills through social studies, this course has ","cbCaiebnDDPHxl6s","https://ap.wps.com/l/cbCaiebnDDPHxl6s","pdf",1376532,18,"English","# Introduction\n## Evidence-based learning in social studies\n## Importance of using evidence and literacy types\n## Active learning and inquiry-based approach\n# Abstract","[{\"question\":\"What was the main purpose of the evidence-based learning study?\",\"answer\":\"To determine students’ opinions before and after evidence-based learning, identify difficulties during implementation, and reveal students’ thoughts about the process.\"},{\"question\":\"How was the research conducted and with how many students?\",\"answer\":\"The study used action research with a class of 14 seventh-grade secondary school students, based on a total of 32 hours of evidence-based learning.\"},{\"question\":\"Which parts of the social studies curriculum were taught using the method?\",\"answer\":\"The units “Communication and Human Relations” and “Living Democracy” were implemented using an evidence-based learning method.\"}]","African Educational Research Journal - Vol. 11(2) - Full Length Research Paper | PDF",1792071395,45]