Publication: Türkiye, İngiltere ve ABD sosyal bilgiler/ tarih ders kitaplarında yapılandırmacı yaklaşım, II. dünya savaşı örneği
Abstract
Bu araştırmanın genel amacı Amerika, İngiltere ve Türkiye’de Sosyal Bilgiler/ Tarih öğretiminde uygulanan yapılandırmacı eğitim anlayışının tarih ders kitaplarına nasıl yansıdığını II. Dünya Savaşı örneklemi ile tespit etmektir. Bu yolla üç ülkedeki yapılandırmacı tarih öğretim anlayışlarının benzeşen ve farklılaşan yönleri ortaya koymak amaçlanmaktadır. Çalışmamız nitel bir araştırma olup amaçlı örnekleme yöntemi ve doküman analizi yöntemi ile verilerin analizini içermektedir. Araştırma yöntemimiz Amaçlı Örneklem (purposive sampling” yöntemlerinden “Maksimum Çeşitlilik Örneklemesi” yöntemiyle oluşturduk. Araştırmanın dokümanları tarih ders kitapları ve programlarıdır. Tarih ders kitaplarında İkinci Dünya Savaşı ile ilgili ünitenin içerik düzeni giriş, gelişme ve sonuç bölümünü oluşturan tarihsel anlatılar, yazılı ve görsel kaynaklar ve kitapta yer alan diğer yardımcı öğeler betimsel analize; ünite içerisindeki sorular içerik analizine; ders programları doğrultusunda ünitenin tamamı yorumsal analize tabi tutuldu. Analiz edilen Türkiye ve Amerika tarih ders kitaplarına ünite bağlamında davranışçı ve yapılandırmacı bir tarih anlayışın yansıdığı görülmektedir. Her iki ülkede de tarihsel anlatılar ağırlıkta olup yer verilen tarihsel kaynaklar içerisinde de daha çok ikincil kaynaklara rastlanmaktadır. Her iki ülkede yapılandırılan ders kitaplarında aktarılan tarihin mümkün olduğu karar gerçeğe yakın olması temel vurgusu vardır. Araştırmaya dayalı, problem çözme ve karar vermeyi de içeren aktivitelere rastlanmaktadır. İngiltere’de sorgulamaya dayalı bir tarih anlayışı çerçevesinde öğrencinin tarih metodolojisine uygun olarak karşılaştığı birincil ve ikincil kaynaklarla kendi tarihsel gerçeğini yeniden yapılandırılması gerçeği işlev görmektedir. Bilişsel yapılandırmacı anlayış ağırlıkta olup sosyal yapılandırmacı anlayışa da yer verildiği tespit edilmektedir. Anahtar Sözcükler: Tarihsel düşünme, tarihsel kavrama, tarihsel kaynaklar, empati, imgeleme
The general purpose of this investigation is to show how constructivist education concept, which is implemented in social science/ history education in the United States of America, Englad and Turkey, is reflected in history text books by using Wold War II examples. By this way, it is targetted to show the similarities and differences between constructivist education concept between these three countries. Our research is a qualitative research, which contains data analysis by document analysis and examplary system. In the research system, maximum variation sampling method is used within purposive sampling. The documents of this reserach are history text books and programs. The cirriculum of the chapter in educational history books in regard to World War II are historical narrations which contains introduction, progress, and conclusions, written and visual resources, including betimsel? analysis, context anaylsis of questions within chapter; and the entire chapter was analysed for comments in accrodance with the educational program. It was observed that behavioral and constrcutive history concept is reflected on Turkish and USA history text books which were under analysis. Historical narrations are heavily used in both countries, and secondary references are observed within the historical references. Both countries stresses that narrated history in the text books are as close as the the reality. It also contains activities that are research oriented and has problem resolving and decision making. In England, within history concept which depends on investigation, it is operated that students can reflect their own historical truth in accordance with history methotology while using primary and secondary references. Although it was mainly based on technical constrcutive concept, it was also observed that it has social constrcutive concept. Key Words: historical thinking, historical comprehension, historical resources, empathy, imagery.
The general purpose of this investigation is to show how constructivist education concept, which is implemented in social science/ history education in the United States of America, Englad and Turkey, is reflected in history text books by using Wold War II examples. By this way, it is targetted to show the similarities and differences between constructivist education concept between these three countries. Our research is a qualitative research, which contains data analysis by document analysis and examplary system. In the research system, maximum variation sampling method is used within purposive sampling. The documents of this reserach are history text books and programs. The cirriculum of the chapter in educational history books in regard to World War II are historical narrations which contains introduction, progress, and conclusions, written and visual resources, including betimsel? analysis, context anaylsis of questions within chapter; and the entire chapter was analysed for comments in accrodance with the educational program. It was observed that behavioral and constrcutive history concept is reflected on Turkish and USA history text books which were under analysis. Historical narrations are heavily used in both countries, and secondary references are observed within the historical references. Both countries stresses that narrated history in the text books are as close as the the reality. It also contains activities that are research oriented and has problem resolving and decision making. In England, within history concept which depends on investigation, it is operated that students can reflect their own historical truth in accordance with history methotology while using primary and secondary references. Although it was mainly based on technical constrcutive concept, it was also observed that it has social constrcutive concept. Key Words: historical thinking, historical comprehension, historical resources, empathy, imagery.