Publication: Dört kültürde tarih öğretimi yaklaşımı: İngiltere, Fransa, İsviçre ve Türkiye örnekleri
Abstract
Bu araştırma, bazı Avrupa ülkelerinde (İngiltere, Fransa, İsviçre ve Türkiye) uygulanan ve “tipik birer iyi örnek” olarak nitelenen tarih dersi örneklerini sınıf değerleri, derslerin perspektifi (siyasi, sosyal, kültürel -ya da sosyo kültürel-) tarihsel sorgulama süreci, sınıfta kullanılan söylem türü, tarihsel düşünme becerileri ve çalışma süreçleri bağlamında karşılaştırmalı olarak analiz etmeyi ve bu yolla farklı ülkelerdeki tarih öğretimi anlayışlarının benzeşen ve farklılaşan yönlerini ortaya koymayı amaçlamaktadır. Araştırma, “Teaching History to Ten Year Olds in a Range of European Countries/ Bazı Avrupa Ülkelerinde On Yaş Öğrencilerine Tarih Öğretimi” adlı devam eden daha geniş kapsamlı bir projenin verilerinden yola çıkılarak yapılandırılmıştır. Araştırmanın amaçları nitel araştırma yöntemleri kullanılarak gerçekleştirilmiştir. Bu araştırma, nitel araştırma yöntemlerinden doküman incelemesi/ analizine uygun olarak yapılandırılmıştır. Araştırmanın dokümanları sözü edilen ülkelerde yapılan tarih dersi uygulamalarının video kayıtları, transkriptleri ve Türkiye’de işlenen tarih dersinden elde edilen öğrenci ürünleridir (şiir, resim, vb.). Ders süreci, sınıf düzeni ve değerleri ile çalışma sürecine ait veriler betimsel analiz; ders konusu ve tarihsel sorgulama sürecine ait veriler içerik analizi; sınıfta söylem türü ve tarihsel düşünme süreçleri söylem analizi teknik ve yaklaşımları doğrultusunda çözümlenmiştir. Tüm bu teknik ve yaklaşımları çerçeveleyen paradigma hermeneutik (yorumlamacı yaklaşım)’tir. İngiltere, Fransa ve İsviçre ders uygulamalarında tarihsel belge/ kaynakların sorgulandığı ve analiz edildiği yöntem olarak tarih becerilerine geniş yer verildiği, derslerin bir bölümünün işbirlikli öğrenmeye ayrıldığı; Türkiye örneğinde disiplinler arası bir yaklaşımla kaynaklara dayalı olarak tarihsel düşünme, imgelem ve özgün bir tarihsel ürün ortaya koyma becerilerinin öne çıktığı ve tüm ülkelerin oluşturmacı/ yaklaşıma uygun -yeni- tarih anlayışı çizgisinde yer aldığı bulgulanmıştır.
This study is a comperative one which aims to investigate some of the primary history lessons, which were practiced in some European Countries (England, France, Switzerland and Turkey) that are all considered by the researcher as a typical good practice, in the context of classroom ethos, perspectives of lessons (political, social, culturel -or socioculturel-), the process of historical enquiry, discourse used in the classroom, historical thinking skills and the process of study. Thus it is thought that the differences and similarities of pedagogical approaches in different countries will be explored. This study is constructed by using the data of a large scale outgoing project which is called “Teaching History to Ten Year Olds in a Range of European Countries”. Qualitative research techniques are used in this study. Document analysis which is one of the qualitative research techniques is used to investigate the documents of the teaching practices. These documents are the video records and transcripts of the history lessons which were practiced in the four countries mentioned above. In addition to these the learning products which were produced by pupils in Turkish lesson (poems, letters ect.) are also analyzed Firsty, descriptive analysis is used to analyze the process of lesson, classroom layouts, ethos and the data collected from the process of study. Secondly, content analysis is used to analyze the lesson topics and the process of historical enquiry. Thirdly, discourse analysis is used to analyze the type of discourse that is used in the classroom and the process of historical thinking. In other words, hermeneutic approach is applied as the main paradigm that frames all these perspectives and techniques. From the analysis of the data it is found that in the lessons of England, France and Switzerland, procedural (discipline of history) history has a most important place which involves to study with historical documents/ sources and the ways of enquiring and analyzing them. In all these countries, collaborative learning has also an important place. In Turkish lesson, it’s found that it has cross disciplinary charateristics involving source based historical thinking, imagination and construction of original historical interpration skills. It’s exclaimed that this lesson, in a sense, responds to constructivistic teaching approach which is called the new history that is applied in other countries in which this study includes.
This study is a comperative one which aims to investigate some of the primary history lessons, which were practiced in some European Countries (England, France, Switzerland and Turkey) that are all considered by the researcher as a typical good practice, in the context of classroom ethos, perspectives of lessons (political, social, culturel -or socioculturel-), the process of historical enquiry, discourse used in the classroom, historical thinking skills and the process of study. Thus it is thought that the differences and similarities of pedagogical approaches in different countries will be explored. This study is constructed by using the data of a large scale outgoing project which is called “Teaching History to Ten Year Olds in a Range of European Countries”. Qualitative research techniques are used in this study. Document analysis which is one of the qualitative research techniques is used to investigate the documents of the teaching practices. These documents are the video records and transcripts of the history lessons which were practiced in the four countries mentioned above. In addition to these the learning products which were produced by pupils in Turkish lesson (poems, letters ect.) are also analyzed Firsty, descriptive analysis is used to analyze the process of lesson, classroom layouts, ethos and the data collected from the process of study. Secondly, content analysis is used to analyze the lesson topics and the process of historical enquiry. Thirdly, discourse analysis is used to analyze the type of discourse that is used in the classroom and the process of historical thinking. In other words, hermeneutic approach is applied as the main paradigm that frames all these perspectives and techniques. From the analysis of the data it is found that in the lessons of England, France and Switzerland, procedural (discipline of history) history has a most important place which involves to study with historical documents/ sources and the ways of enquiring and analyzing them. In all these countries, collaborative learning has also an important place. In Turkish lesson, it’s found that it has cross disciplinary charateristics involving source based historical thinking, imagination and construction of original historical interpration skills. It’s exclaimed that this lesson, in a sense, responds to constructivistic teaching approach which is called the new history that is applied in other countries in which this study includes.