Publication: SOSYAL BİLGİLER ÖĞRETMENLERİNİN TARİHSEL BİLGİYE YÖNELİK NESNELLİK VE GERÇEKLİK ALGILARI
Abstract
Bu çalışma, sosyal bilgiler öğretmenlerinin tarihsel bilginin nesnelliği ve gerçekliği hususunda nedüşündüklerini ortaya çıkarmayı amaçlamaktadır. Karma yöntemin tercih edildiği çalışmada,amaçlı örneklem yöntemlerinden maksimum çeşitlilik kullanılmıştır. Çalışmanın uygulamasafhası, 2008-2009 eğitim öğretim yılında gerçekleştirilmiştir. Anket, İstanbul ve Manisa illerindetoplam 21 ortaokulda görev yapan 50 sosyal bilgiler öğretmenine, görüşme formu ise aynı gruptanrandom yöntemle belirlenmiş 5 sosyal bilgiler öğretmenine uygulanmıştır. Nicel verilerinanalizinde betimsel istatistik, nitel verilerde ise betimsel analiz yöntemi kullanılmıştır. Çalışmanınsonuçları değerlendirildiğinde, öğretmenlerin tarihsel bilginin nesnel olmadığını ve gerçekliğihakkında da oldukça fazla şüphe duydukları bu durumun sınıf içerisinde anlatılan boyutunda dadevam ettiği görülmüştür.
This study, aims to reveal the thoughts of social studies teachers about objectivity and reality of historical knowledge. The study in which mixed method was preferred was conducted by using maximum variation, which is among purposeful sampling methods. The study was applied in the school year of 2008-2009. The questionnaire was applied to a total of 50 social studies teachers working in totally 21 secondary schools in the provinces of İstanbul and Manisa. On the other hand, the interview form was applied to 5 social studies teachers who were determined via random method from the same group. Descriptive statistics were used in the analysis of quantitative data and descriptive analysis method was used in the analysis of qualitative data. Assessing the study results; it was seen that teachers believed that historical knowledge was not objective and they had too many suspicions about its reality, which was also observed in the classroom.
This study, aims to reveal the thoughts of social studies teachers about objectivity and reality of historical knowledge. The study in which mixed method was preferred was conducted by using maximum variation, which is among purposeful sampling methods. The study was applied in the school year of 2008-2009. The questionnaire was applied to a total of 50 social studies teachers working in totally 21 secondary schools in the provinces of İstanbul and Manisa. On the other hand, the interview form was applied to 5 social studies teachers who were determined via random method from the same group. Descriptive statistics were used in the analysis of quantitative data and descriptive analysis method was used in the analysis of qualitative data. Assessing the study results; it was seen that teachers believed that historical knowledge was not objective and they had too many suspicions about its reality, which was also observed in the classroom.