Publication: İlköğretim sosyal bilgiler dersi tarih konularının öğretiminde tarihsel kanıtların etkililiği
Abstract
Bu araştırma ile, İlköğretim Okulu I. Kademe Sosyal Bilgiler Dersi tarih konularının öğretiminde tarihsel kanıtların etkililiği incelenerek, öğretmenlerin tarihsel kanıt kavramı hakkındaki düşünceleri, kanıta ulaşma yolları ve zorlukları, kanıtları kullanma durumları ile kanıtların etkili öğretim uygulamalarına olan katkısı yönündeki düşünceleri belirlenmiştir. Öğrencilerin tarihsel kanıtlara ne ölçüde ilgi duyduğu ve öğrenmenin gerçekleşmesi yönünden, kanıt kullanılan bir ders ile kullanılmayan ders arasındaki farklılıklar tespit edilmiştir. Konu ile ilgili yapılan çalışmalar gözden geçirilerek, tarihsel kanıt olarak kullanılabilecek doküman, belge, resim ve diğer kaynaklar tespit edilmiştir. Araştırma, İlköğretim Sosyal Bilgiler Ders Programındaki tarih konularının öğretiminde kullanılan tarihsel kanıtların tespiti ve kanıt kullanımına yönelik uygulamalar hakkında sınıf öğretmenlerinin görüşlerini, algılamalarını ve değerlendirmelerini tespit etmeyi amaçladığı için, bir yönüyle tarama modeline; tarihsel kanıt kullanılarak işlenen bir ders ile kanıt kullanılmadan işlenen dersin başarısının kontrollü gözlem yoluyla neden-sonuç ilişkilerini belirlemeyi amaçlaması yönüyle deneme modeline uygun olarak yapılandırılmıştır. Araştırmada elde edilen bulgular ile, tarihsel kanıt kavramının ne ifade ettiği ve hangi öğretim malzemelerinin tarihsel kanıt olarak değerlendirilebileceği belirlenmiştir. Tarihsel kanıtları elde etme ve geliştirme yolları tespit edilerek, tarihsel kanıtların kullanılması yoluyla, tarih derslerinde öğretimin etkililiğinin artırılabileceği saptanmıştır. Tarih derslerini daha verimli kılmak amacıyla öğrencilerde, tarihçilerin çalışma yöntemini kullanma becerilerinin geliştirilmesi, bu amaçla tarihsel kanıtların kullanılmasının gerekliliği sonucuna ulaşılmıştır.
With this research, by studying the effectiveness of historical evidences in teaching first degree Primary School Social Sciences lessons, the thougths of teachers about historical evidence and their thougths about the difficulties; ways of getting evidence; the position of using evidence and the addition of evidences to effective teaching methods have been determined. What about interests of students to historical evidences ? What are the differences between the lessons the evidences have been used and the lessons these evidences have not been used? Such questions have been answered. By considering studies made related with this subject; documents, pictures and other sources that can be used as a historical evidence, have been fixed. The study was established, as based on Questioning method as it aimed to demonstrate class teachers' opinions, perceptions and determinations about the confirmation of historical evidences, that are used in teaching of history subjects within the Primary School Lesson Program and to demonstrate the methods related with usage of evidences , besides it has been established on the Test method as it aimed to define cause-result relations; between the lessons historical evidences have been used and lessons that evidences have not been used, including controlled observation method. Due to findings got by researchs, it has been determined that what historical concept meant and which teaching means could be described as historical evidence. It has been decided that effectiveness of teaching in history lessons could be promoted by the method of using historical evidences by confirming, getting and devoloping historical evidences. It has been concluded that, because of the necessity of using historical evidences, the capability of the students' based on using historians' studying methods, must be developed for having more useful history lessons.
With this research, by studying the effectiveness of historical evidences in teaching first degree Primary School Social Sciences lessons, the thougths of teachers about historical evidence and their thougths about the difficulties; ways of getting evidence; the position of using evidence and the addition of evidences to effective teaching methods have been determined. What about interests of students to historical evidences ? What are the differences between the lessons the evidences have been used and the lessons these evidences have not been used? Such questions have been answered. By considering studies made related with this subject; documents, pictures and other sources that can be used as a historical evidence, have been fixed. The study was established, as based on Questioning method as it aimed to demonstrate class teachers' opinions, perceptions and determinations about the confirmation of historical evidences, that are used in teaching of history subjects within the Primary School Lesson Program and to demonstrate the methods related with usage of evidences , besides it has been established on the Test method as it aimed to define cause-result relations; between the lessons historical evidences have been used and lessons that evidences have not been used, including controlled observation method. Due to findings got by researchs, it has been determined that what historical concept meant and which teaching means could be described as historical evidence. It has been decided that effectiveness of teaching in history lessons could be promoted by the method of using historical evidences by confirming, getting and devoloping historical evidences. It has been concluded that, because of the necessity of using historical evidences, the capability of the students' based on using historians' studying methods, must be developed for having more useful history lessons.