EXAMINATION OF EDUCATION IN MULTİGRADE CLASS SCHOOLS IN A CONCEPTUAL FRAMEWORK

Abstract

Multigrade classroom practice is not a practice unique to turkey. It is also implemented in different countries for many reasons (economic, social, geographical, educational). In turkey's sparsely populated residential areas, due to the low number of students, it has become necessary for more than one class to be taught by a single teacher. The people living in these regions do not want their children to receive education in a separate place from them by sending them to bussed education or boarding schools. Türkiye has various landforms and is generally rugged. Building a school in such mountainous and forested places, where there are transportation problems, creates the problem of assigning teachers. Therefore, geographical conditions and difficulties in transportation made it necessary to build a school with one or two classrooms in these places. Due to the low number of students in rural areas, the multigrade classes teaching system was implemented in these places in order to meet the need for teachers, eliminate the shortage of classrooms and save the budget. In the research, it was determined that multigrade classroom practices have various benefits. These benefits include gaining the habit of cooperation and working in cooperation instead of individual work and competition, increasing the feelings of solidarity and sharing, developing a sense of self freely, being tolerant and not being prejudiced against differences, developing critical thinking and encouraging entrepreneurship instead of conditioned, dependent and imitative behaviors. It was determined that.