Publication: Tarih derslerinde tartışmalı konuların öğretiminde tarihsel sorun analizi ve karar verme becerisinin katkısı : bir eylem araştırması
Abstract
Tarih derslerinde tartışmalı konuların öğretiminde tarihsel sorun analizi ve karar verme becerisinin katkısı : bir eylem araştırması Günümüz eğitim sistemleri geleneksel bilgi aktarımından ziyade 21. yüzyıl insanının ihtiyaçları doğrultusunda şekil almaktadır. 21. yüzyılda; sorgulayan, eleştirel düşünebilen, alternatif çözüm önerisinde bulunabilen, karar veren, farklı bakış açılarına sahip bireyler yetiştirmek amaçlanmaktadır. Özellikle tartışmalı konular bağlamında öğrenciler, geçmişteki sorunlarla yüzleşerek bu sorunlara ilişkin analiz, değerlendirme ve çözüm üretme gibi düşünme becerilerini kazanmaktadırlar. Tartışmalı konular, öğrencilerin soruna duyarlı, sorunlara katılım gösteren küresel vatandaş olmasına katkı sağlamaktadır. Yapılan araştırmada, tartışmalı konuların öğretiminde tarihsel sorun analizi ve karar verme becerisinin katkısı ortaya çıkarılmaya çalışılmıştır. Araştırmanın çalışma grubunu Millî Eğitim Bakanlığına bağlı Gaziantep/ Şahinbey ilçesinde belirlenen bir devlet okulunda öğrenim gören 12. sınıf öğrencileri oluşturmaktadır. Araştırma, 97 öğrenci ile sınırlıdır. Bu araştırmada nitel araştırma yönteminin desenlerinden eylem araştırması tercih edilmiştir. Araştırma öncesinde ihtiyaç analizi yapılmıştır. Bu süreçte tartışmalı konulara dair yapılan çalışmalar ve tarih ders kitapları incelenerek tartışmalı konular listelenmiştir ve konular dini, kültürel, politik, ulusal kimlik kategorilerine ayrılmıştır. Tartışmalı konulara dair puanlamanın yapılacağı çevrim içi anket hazırlanıp Türkiye genelinde öğrenim gören 12. sınıf öğrencilerine ve tarih öğretmenlerine gönderilmiştir. Dört kategoride öğrenciler tarafından en çok puan alan tartışmalı konular belirlendikten sonra 12. sınıf Çağdaş Türk ve Dünya Tarihi öğretim programına denk gelen kazanımlar seçilmiştir ve öğretim materyali tasarlanmıştır. Öğretim materyali, çalışma yaprakları formunda hazırlanmıştır. Tartışmalı konulara dair kanıtlara, ara etkinliklere ve ana etkinliklere yer verilmiştir. Çalışma yapraklarındaki kanıtlara, 2024 Maarif Modeli Ortak Metninde yer alan tarihsel sorun analizi ve karar verme becerisinin süreç bileşenlerine göre sorular yöneltilmiştir. Çalışma yaprakları buluş yoluyla öğrenme stratejisine göre hazırlanmıştır. Çalışma yapraklarının pilot uygulaması yapılarak sürecin sonunda düzenlemeler yapılmıştır. Düzenlemeler yapıldıktan sonra belirlenen tartışmalı konulara dair MEB’den araştırma izni alınarak hazırlanan çalışma yaprakları sınıf ortamında araştırmacı tarafından uygulanmıştır. Veriler; anket, çalışma yaprakları, öğrenci etkinlikleri, ses kayıtları ve yarı yapılandırılmış gözlem formları ile toplanmıştır. Verilerin analizinde içerik ve betimsel analiz kullanılmıştır. Verilerin çözümlenmesinde “Maxqda 24” bilgisayar programından yararlanılmıştır. “Türkiye’de mülteci sorunu, İsrail ve Filistin arasında yaşanan Kudüs sorunu, sosyal hayatta ve çalışma hayatında kadın hakları sorunları, sosyal hayatta Türk ve Kürt kökenli vatandaşlar arasında yaşanan sorunlar” tartışmalı konuları bağlamında öğrenciler, tarihsel sorun analizi ve karar verme becerisinin tarihsel sorunu belirleme, sorunu çözümleme, soruna alternatif çözüm üretme ve değerlendirmeden oluşan süreç bileşenlerini kazandıkları sonucu ortaya çıkmıştır. Öğrencilerin, bu süreçte tarihsel sorun analizi ve karar verme becerisi bağlamında; sorunları analiz etme, çıkarım yapma, değerlendirme, eleştirel düşünme, empati kurma gibi becerileri kazandıkları tespit edilmiştir.
The contribution of historical problem analysis and decision-making skills to the teaching of controversial issues in history lessons : an action research Contemporary education systems are shaped not by traditional information transfer, but by the needs of 21st-century individuals. In the 21st century, the goal is to raise individuals who are inquisitive, capable of critical thinking, able to propose alternative solutions, make decisions, and possess diverse perspectives. Especially in the context of controversial issues, students can confront past problems and move on to stages of analysis, evaluation, and solution. This contributes to the development of students as global citizens who are sensitive to problems and actively engaged in addressing them. In this study, the contribution of historical problem analysis and decision-making skills to the teaching of controversial issues was examined. The study group consisted of 12th-grade students studying at a public high school affiliated with the Ministry of National Education in the Şahinbey district of Gaziantep. The research was limited to 97 students. In this study, an action research design, which is one of the qualitative research methods, was employed. Prior to the research, a needs analysis was conducted. During this process, studies on controversial issues and history textbooks were examined, and a list of controversial issues was created. These issues were categorized as religious, cultural, political, and national identity topics. An online questionnaire was prepared to score the controversial issues and was sent to 12th-grade students and history teachers across Turkey. After identifying the controversial issues that received the highest scores from students in the four categories, the learning outcomes corresponding to the 12th-grade Contemporary Turkish and World History curriculum were selected, and instructional materials were developed. The instructional materials were prepared in the form of worksheets, which included evidence, sub-activities, and main activities related to controversial issues. The questions in the worksheets were designed according to the process components of historical problem analysis and decision-making skills stated in the 2024 Maarif Model Common Text. The worksheets were prepared based on the discovery learning strategy. A pilot implementation of the worksheets was conducted, and revisions were made at the end of the process. After these revisions, the worksheets related to the selected controversial issues were implemented in the classroom by the researcher after obtaining research permission from the Ministry of National Education. Data were collected through questionnaires, worksheets, student activities, audio recordings, and semi-structured observation forms. Content and descriptive analysis methods were used to analyze the data. The “Maxqda 24” software program was utilized for data analysis. In the context of the controversial issues of “the refugee problem in Türkiye, the Jerusalem issue between Israel and Palestine, women’s rights issues in social life and working life, and the problems experienced between Turkish and Kurdish citizens in social life,” students have acquired the process components of determining the historical problem, analyzing, producing alternative solutions, and evaluation, within the scope of historical problem analysis and decision-making skills. It has been observed that, at these stages, students acquired skills such as analyzing problems, making inferences, evaluation, critical thinking, and developing empathy within the context of historical problem analysis and decision-making skills.
The contribution of historical problem analysis and decision-making skills to the teaching of controversial issues in history lessons : an action research Contemporary education systems are shaped not by traditional information transfer, but by the needs of 21st-century individuals. In the 21st century, the goal is to raise individuals who are inquisitive, capable of critical thinking, able to propose alternative solutions, make decisions, and possess diverse perspectives. Especially in the context of controversial issues, students can confront past problems and move on to stages of analysis, evaluation, and solution. This contributes to the development of students as global citizens who are sensitive to problems and actively engaged in addressing them. In this study, the contribution of historical problem analysis and decision-making skills to the teaching of controversial issues was examined. The study group consisted of 12th-grade students studying at a public high school affiliated with the Ministry of National Education in the Şahinbey district of Gaziantep. The research was limited to 97 students. In this study, an action research design, which is one of the qualitative research methods, was employed. Prior to the research, a needs analysis was conducted. During this process, studies on controversial issues and history textbooks were examined, and a list of controversial issues was created. These issues were categorized as religious, cultural, political, and national identity topics. An online questionnaire was prepared to score the controversial issues and was sent to 12th-grade students and history teachers across Turkey. After identifying the controversial issues that received the highest scores from students in the four categories, the learning outcomes corresponding to the 12th-grade Contemporary Turkish and World History curriculum were selected, and instructional materials were developed. The instructional materials were prepared in the form of worksheets, which included evidence, sub-activities, and main activities related to controversial issues. The questions in the worksheets were designed according to the process components of historical problem analysis and decision-making skills stated in the 2024 Maarif Model Common Text. The worksheets were prepared based on the discovery learning strategy. A pilot implementation of the worksheets was conducted, and revisions were made at the end of the process. After these revisions, the worksheets related to the selected controversial issues were implemented in the classroom by the researcher after obtaining research permission from the Ministry of National Education. Data were collected through questionnaires, worksheets, student activities, audio recordings, and semi-structured observation forms. Content and descriptive analysis methods were used to analyze the data. The “Maxqda 24” software program was utilized for data analysis. In the context of the controversial issues of “the refugee problem in Türkiye, the Jerusalem issue between Israel and Palestine, women’s rights issues in social life and working life, and the problems experienced between Turkish and Kurdish citizens in social life,” students have acquired the process components of determining the historical problem, analyzing, producing alternative solutions, and evaluation, within the scope of historical problem analysis and decision-making skills. It has been observed that, at these stages, students acquired skills such as analyzing problems, making inferences, evaluation, critical thinking, and developing empathy within the context of historical problem analysis and decision-making skills.