Publication: Eğitim Felsefesinin Yansıması Olarak İngiliz Öğrencilerin Tarih Dersi Defterleri: Nicola ve Arkadaşlarının Tarihsel Bilinçlerinin Oluşum Sürecinden Kesitler
Abstract
Bu çalışmada, İngitere’deki tarih öğretiminin genel yapısı, hem teorik olarak, hem de tarih öğretiminde kullanılan öğretim stratejileri ile sınıf içi etkinliklerin tür ve nitelikleri boyutuyla pratik olarak incelenmiştir. On beş İngiliz öğrencinin tarih dersi defterlerinin incelenmesi pratik boyutun ortaya konulmasına aracılık etmiştir. Bundan başka defterler, öğrencilerin tarihsel bilgiyi oluşturma ve kaynakları değerlendirme ve kullanma süreçlerine hangi ölçüde katıldıklarının belirlenmesi amacıyla da incelenmiştir. Bu çerçevede sınıf içi etkinliklerin sonucu ortaya çıkan öğrenci çalışmalarından alınan örnekler, İngiltere’deki tarih öğretiminin temel felsefesinin ne olduğunu ilişkin bir bakış açısının geliştirilmesine yardımcı olacaktır. Defterler, Türkiye’deki ilköğretim ikinci kademeye denk olan ve “Key Stage 3” olarak adlandırılan 12-13 yaş kuşağındaki öğrencilere aittir. Araştırmanın sonucu, örneklemde yer alan öğrencilerin tarihsel bilginin inşası, kaynakların değerlendirilmesi ve kullanımı süreçlerine etkin olarak katılabildiklerini göstermektedir.
In this study, fifteen English students’ history notebooks were examined so as to find out the types and nature of teaching strategies and corresponding classroom activities used during the history teaching. The history notebooks were also examined to determine how actively students were engaged in constructing historical knowledge, evaluating and using historical sources. To highlight these issues, some excerpts, which were taken from the notebooks, concerning the outcome of the classroom activities and students’ work were presented throughout the paper to illuminate the fundamental perspectives of history teaching in England. The notebooks examined were chosen to include three different history courses that make up “Key Stage 3” education level (pupils aged 12-13). This three-year period is similar to upper primary school level in Turkey. The results of the study seem to indicate that these students were involved in teaching activities where they had opportunities to construct historical knowledge and evaluate and use historical sources.
In this study, fifteen English students’ history notebooks were examined so as to find out the types and nature of teaching strategies and corresponding classroom activities used during the history teaching. The history notebooks were also examined to determine how actively students were engaged in constructing historical knowledge, evaluating and using historical sources. To highlight these issues, some excerpts, which were taken from the notebooks, concerning the outcome of the classroom activities and students’ work were presented throughout the paper to illuminate the fundamental perspectives of history teaching in England. The notebooks examined were chosen to include three different history courses that make up “Key Stage 3” education level (pupils aged 12-13). This three-year period is similar to upper primary school level in Turkey. The results of the study seem to indicate that these students were involved in teaching activities where they had opportunities to construct historical knowledge and evaluate and use historical sources.