Publication: Geçmişi imgelerle yeniden kurmak: İlköğretim düzeyinde tarihsel imgelem becerilerinin kullanımı üzerine ikonografik bir analiz
Abstract
Bu çalışma, ilköğretim altıncı sınıf öğrencilerinin tarihsel düşünme süreçlerinde imgelem becerilerini nasıl işe koştuklarını ve bu yolla geçmişi nasıl kurguladıklarını tespit etmek amacıyla yapılmıştır. Bu doğrultuda İstanbul ili Kadıköy ilçesi sınırları içerisinde bulunan bir ilköğretim okulunda, sosyal bilgiler dersi tarih konuları kapsamında bir sergi/ müze ziyareti gerçekleştirilmiş; sonrasında öğrencilerden tarihsel kaynakları kullanarak imgelemlerinde oluşan geçmiş kurgularını resmetmeleri istenmiştir. Ortaya konulan elli dokuz ürün/illüstrasyondan dokuzu, amaçlı örnekleme yöntemine göre örneklem olarak seçilmiştir. Elde edilen veriler, nitel araştırma yöntemi kapsamında yer alan doküman incelemesi/analizi tekniğine uygun olarak çözümlemiştir. Bu analiz sonucunda, bazı anakronik bulgulara ulaşılsa da öğrencilerin geniş ölçüde tarihsel kaynakları kullanarak geçmişi tarihsel bağlama uygun biçimde kurgulama becerisi gösterebildikleri, tarihsel kaynakların öğrencilerin tarihsel imgelem süreçlerini disipline etmede işlevsel olduğu, öğrencilerin ön bilgi ve deneyimlerini imgeleme ve düşünsel süreçlerde işe koşabildikleri bulgulanmıştır. Tarihsel kaynaklarla iletişime girerek tarihsel düşünme süreçleriyle meşgul olan öğrencilerin karşılaşabilecekleri güçlükleri aşmanın ve bu doğrultuda kazandırılacak becerilerin sağlıklı bir pedagojik zemine oturtulmasının öğretmenin destekleyici bir rol üstlenmesi ile mümkün olabileceği ileri sürülmüştür.
The aim of this research is to understand how sixth grade students use their imagination skills in the historical thinking process and, by doing so, how they construct the past. In this respect, first, an exhibition/museum was visited in the context of social studies during history lessons in a primary school in Kadıköy district in İstanbul. Then, the students were asked to draw their construction of the past in their imagination using historical sources. Nine products/illustrations were selected as a sample according to purposive sampling method. Resulting data were analyzed using the document analysis technique which is one of the qualitative research approaches. As a result of this analysis, although some anachronistic data were found, it was seen that most students have the ability to reconstruct the past appropriate to the historical context using the historical sources, which are effective in the process of disciplining students historical imagination. The pupils have the ability to use their former knowledge and experiences during their imagination and thinking processes. It is asserted that the supportive role of the teacher plays a key role in both preparing students to overcome the obstacles that they face while they are in the process of historical thinking through the usage of historical sources and basing these kinds of skills on a healthy pedagogical ground.
The aim of this research is to understand how sixth grade students use their imagination skills in the historical thinking process and, by doing so, how they construct the past. In this respect, first, an exhibition/museum was visited in the context of social studies during history lessons in a primary school in Kadıköy district in İstanbul. Then, the students were asked to draw their construction of the past in their imagination using historical sources. Nine products/illustrations were selected as a sample according to purposive sampling method. Resulting data were analyzed using the document analysis technique which is one of the qualitative research approaches. As a result of this analysis, although some anachronistic data were found, it was seen that most students have the ability to reconstruct the past appropriate to the historical context using the historical sources, which are effective in the process of disciplining students historical imagination. The pupils have the ability to use their former knowledge and experiences during their imagination and thinking processes. It is asserted that the supportive role of the teacher plays a key role in both preparing students to overcome the obstacles that they face while they are in the process of historical thinking through the usage of historical sources and basing these kinds of skills on a healthy pedagogical ground.