Publication: Cumhuriyet dönemi lise tarih ders kitaplarında İttihat ve Terakki Hareketi’nin incelenmesi
Abstract
Bu araştırmada, Cumhuriyet döneminde ortaöğretim tarih ders kitaplarında İttihat ve Terakki Hareketinin nasıl ele alındığı incelenmiştir. Araştırmanın kapsamında, Cumhuriyet döneminin farklı yıllarında lise üçüncü sınıfta okutulan dokuz(9) adet tarih ders kitabı analiz edilmiştir. Araştırmada elde edilen veriler, içerik analizi ve betimsel analiz yapılarak değerlendirilmiştir. Yapılan incelemelerde, İttihat ve Terakki ile ilgili içeriklerin, doğru çıkarımlar yapılması için gerekli bilgi ve teferruatta yeterince yer verilmediği tespit edilmiştir. Bu çerçevede, İttihat ve Terakki ile ilgili konularda söyleme dayalı atlama, yanıltma ve sabitleme gibi tarihi kötüye kullanma yöntemlerine başvurulduğugörülmüştür. İttihat ve Terakki ile ilgili görsellere yeterince yer verilmediği, hazırlık ve değerlendirme araç-gereçlerinde İttihat ve Terakki ile ilgili çalışmaların mevcut olduğu saptanmıştır. Ortaya konulan bu araştırmanın, literatürdeki önemli bir boşluğu dolduracağı, günümüze kadar yazılmış lise tarih ders kitaplarındaki bilgilerin kötüye kullanılan biçimlerine örnek oluşturacağı, gelecekte yazılacak tarih ders kitaplarında İttihat ve Terakki’nin anlaşılmasını daha kolay hale getireceği, bu yönde yapılacak çalışmalara ışık tutacağı düşünülmektedir.
In this research, how the Committee of Union and Progress was handled in the secondary school history books in the Republic period. In the context of research, nine (9) history books which were thought in different years of the Republic period in the high school 3rd grade was analyzed. The data obtained from the research was evaluated by content & descriptive analysis. It is determined that the necessary information and detail were not provided inthe content related to the Committee of Union and Progress in order to form correct arguments. Within this framework, methods such as skipping, deception and stabilizing were used in the topics related to the Committee of Union and Progress. It was determined that images related to the Committee of Union and Progress were not placed sufficiently and in the evaluation materials and methods, researches about the Committee of Union and Progress existed. It is thought that this research would fill an important gap in the literature, form an example of the types of misuse in the high school history books up to day, make it easier to understand the Committee of Union and Progress in the history books to be published in future and help other researches related.
In this research, how the Committee of Union and Progress was handled in the secondary school history books in the Republic period. In the context of research, nine (9) history books which were thought in different years of the Republic period in the high school 3rd grade was analyzed. The data obtained from the research was evaluated by content & descriptive analysis. It is determined that the necessary information and detail were not provided inthe content related to the Committee of Union and Progress in order to form correct arguments. Within this framework, methods such as skipping, deception and stabilizing were used in the topics related to the Committee of Union and Progress. It was determined that images related to the Committee of Union and Progress were not placed sufficiently and in the evaluation materials and methods, researches about the Committee of Union and Progress existed. It is thought that this research would fill an important gap in the literature, form an example of the types of misuse in the high school history books up to day, make it easier to understand the Committee of Union and Progress in the history books to be published in future and help other researches related.