Publication: Popüler tarihçilerin sosyal medyadaki takipçilerinin tarih öğrenimi üzerine düşüncelerinin incelenmesi
Abstract
Tarih, insanlığın geçmişini anlama ve geçmişten dersler çıkarma amacıyla uzun yıllardır önemli bir disiplin olmuştur. Ancak, tarih öğrenimi ve tarihçilik, günümüzün dijital çağında yeni bir boyut kazanmıştır. Sosyal medyanın hızlı yükselişi, tarihçilerin ve tarih meraklılarının bilgiye daha kolay erişmelerini sağlamış ve tarih öğrenimini farklı bir şekilde etkilemiştir. Popüler tarihçilerin sosyal medya platformlarında büyük bir takipçi kitlesi edinmesi, tarihle ilgilenenlerin bu platformlarda tarih hakkında fikir alışverişi yapmalarını teşvik etmiş ve tarih öğreniminin sosyal medya üzerinden yayılmasına yol açmıştır. Sosyal medya araçlarının tarih ve tarih öğretimine etkisi giderek artarken birçok popüler tarihçide fikirlerini düşüncelerini ve tarihi anlatmak için bu mecraları aktif bir şekilde kullanmaya başlamışlardır. Özellikle pandemiden sonra okullara ara verilmesi insanların evlerinden çıkamamaları sosyal medya araçlarının toplum tarafından daha çok kullanılmasına yol açmıştır. Okullar öğrencilere çevirim içi dersler yaparak eğitim öğretim faaliyetlerini devam ettirmiştir. Sosyal medya üzerinden yapılan derslerin maliyetinin düşük olması, her yaştan insana hitap etmesi bu derslerin ve dersleri yapan kişilerin sayısını artırmıştır. Aynı zamanda bilgiye ulaşmak için çok fazla zahmete girilmemesi kısa videolar sayesinde tarihin sıkıcı olmaktan çıkması sosyal medyadan öğretim yapılmasını cazipleştirmiştir. Bu çalışmada popüler tarihçilerin sosyal medya platformlarındaki paylaşımlarının tarih öğretimi üzerindeki etkisini, popüler tarihçilerin neden takip edildiklerini, takipçilerinin sosyal medyaya platformlarından tarih öğrenimine dair bakış açılarını ve görüşlerinin karşılaştırmalı olarak ele alınması amaçlanmıştır. Araştırma, nitel araştırma yöntemlerinden durum analizi desenine uygun olarak yürütülmüştür. Araştırmanın çalışma grubu 2023 yılı içerisinde popüler tarihçilerin takipçilerinden seçilen 52 katılımcı oluşturmaktadır. Katılımcıların büyük bölümünün birden fazla sosyal medya platformu kullanıcısı olması ve araştırmaya pratiklik kazandırması gerekçeleri ile “Youtube” ve “Instagram” kullanıcıları arasından kolay ulaşılabilir durum örneklemesine göre seçilmiştir. Katılımcıların seçiminde katılımcıların sosyal medyayı aktif kullanım durumları ve cinsiyet dengesi gözetilerek gerçekleştirilmiştir. Katılımcı büyüklüğünün belirlenmesinde veri doygunluğu esas alınmıştır. Çalışmada veri toplama aracı olarak araştırmacı tarafından oluşturulan ve açık uçlu soruları içeren “Yarı Yapılandırılmış Görüşme Formu” kullanılmıştır. Görüşme forumunun içerdiği sorular araştırmanın hedeflerine hizmet edecek şekilde ve genelden özele doğru bir anlam dizgisi içinde düzenlenmiştir. Görüşme soruları ilgili literatür göz önüne alınmış ve alanyazındaki kavramsal çalışmaların incelenmesinden sonra taslak form oluşturulmuştur. Taslak formun anlaşılabilirliği ile 7 katılımcı ile ön uygulama yapılmıştır. Ön uygulama sonrasında formdaki bazı sorular revize edilmiştir. Ön uygulamadan sonra düzenlenen taslak form 3 alan eğitim uzmanına, 1 araştırma yöntemleri uzmanına gösterilmiş ve eleştiriler dikkate alınarak forma son şekli verilmiştir. Araştırma kapsamında katılımcılardan toplanan veriler içerik analizi yoluyla çözümlenmiştir. Araştırmanının sonuçlarına göre; katılımcıların genel çoğunluğunun zamanlarının büyük bir bölümünü sosyal medya uygulamalarını kullanarak geçirdikleri, katılımcıların sosyal medya hakkında sosyalleşme ortamı, anlık günlük paylaşım yapma bağlamında olumlu, zaman kaybı ve bağımlılık bağlamında olumsuz düşüncelere sahip oldukları sonucuna ulaşılmıştır. Sosyal medya üzerinden yapılan tarih öğreniminin geniş kitlelere ulaşma ve zaman mekân sınırlamasının olmamasından dolayı olumlu yanları olsa da sosyal medyada çok fazla zaman geçirmenin bağımlılık sorunlarına sebep olması ayrıca kişileri kolaycılığa alıştırıp kitap okumaktan uzaklaştırması bakımından olumsuz boyutlarının olduğu saptanmıştır. Sosyal medya ortamında tarih alanında birçok tarihçi takip edilse de ancak en fazla takip edilen tarihçilerin alanında uzman olan ve popülerliği fazla olan tarihçiler olduğu sonucuna varılmıştır. Sosyal medya üzerinden Popüler tarihçilerin takip edilme gerekçeleri popüler tarihçilerin sosyal medya üzerinden yaptıkları paylaşımlar zaman ve mekân sınırlaması olmaksızın geniş kitlelerin tarih öğrenimine katkıda bulunduğu, takipçilerinin genel kültür, tarihsel arka plan, popüler kültür ve tarihe olan meraklarını giderdiği sonucuna ulaşılmıştır. Bunun yanında popüler tarihçilerin özellikle kısa video ve resimli paylaşımları tarih öğreniminde daha etkili olduğu ortaya çıkmıştır. Aynı zamanda popüler tarihçilerin paylaşımlarında etik dışı, kutuplaştırıcı unsurların yer aldığı bu paylaşımların özellikle eğitim seviyesi düşük olan kullanıcılarda kafa karışıklığına yol açtığı sonucuna ulaşılmıştır.
History has been an important discipline for many years in order to understand the past of humanity and to learn lessons from the past. However, history learning and historiography have gained a new dimension in today's digital age. The rapid rise of social media has enabled historians and history enthusiasts to access information more easily and has affected history learning in a different way. The fact that popular historians have gained a large following on social media platforms has encouraged those interested in history to exchange ideas about history on these platforms and led to the spread of history learning through social media. While the impact of social media tools on history and history teaching is gradually increasing, many popular historians have started to actively use these channels to explain their ideas and history. Especially after the pandemic, the fact that schools were suspended and people could not leave their homes caused social media tools to be used more by the society. Schools continued their educational activities by providing online lessons to students. The low cost of the lessons on social media and the fact that they appeal to people of all ages have increased the number of these lessons and the number of people doing these lessons. At the same time, the fact that it is not too much trouble to access information and that the lessons are not boring thanks to short videos has made teaching through social media attractive. In this study, it is aimed to comparatively examine the effect of popular historians' posts on social media platforms on history teaching, why popular historians are followed, their followers' perspectives and views on history learning on social media platforms. The research was conducted in accordance with the case analysis design from qualitative research methods. The study group of the research consists of 52 participants selected from the followers of popular historians in 2023. The participants were selected from Youtube and Instagram users according to convenience sampling on the grounds that most of the participants were users of more than one social media platform and that it would provide practicality to the research. In the selection of the participants, the participants' active use of social media and gender balance were taken into consideration. Data saturation was taken as a basis in determining the participant size. The Semi-Structured Interview Form, which was created by the researcher and includes open-ended questions, was used as a data collection tool in the study. The questions in the interview form were organised in a meaning sequence from general to specific in a way to serve the objectives of the research. The relevant literature was taken into consideration and a draft form was created after analysing the conceptual studies in the literature. A pre-application was conducted with 7 participants to check the comprehensibility of the draft form. After the pre-application, some questions in the form were revised. After the pre-application, the draft form was shown to 3 field education experts and 1 research methods expert and the form was finalised by taking the criticisms into consideration. The data collected from the participants within the scope of the research were analysed through content analysis. According to the results of the research; It was concluded that the majority of the participants spent a large part of their time using social media applications, the participants had positive thoughts about social media in the context of socialising environment, instant daily sharing, and negative thoughts in the context of time loss and addiction. Although history learning through social media has positive aspects due to reaching large masses and not having time and space limitations, it has been determined that spending too much time on social media causes addiction problems and has negative dimensions in terms of getting people used to ease and distracting them from reading books. Although many historians in the field of history are followed in the social media environment, it is concluded that the most followed historians are historians who are experts in their field and have high popularity. Reasons for following popular historians on social media It has been concluded that the posts of popular historians on social media contribute to the history learning of large masses without time and space limitations and satisfy the curiosity of their followers about general culture, historical background, popular culture and history. In addition, it has been revealed that popular historians' short video and picture posts are more effective in history learning. At the same time, it has been concluded that unethical and polarising elements are included in the posts of popular historians, and these posts cause confusion, especially in users with low education level.
History has been an important discipline for many years in order to understand the past of humanity and to learn lessons from the past. However, history learning and historiography have gained a new dimension in today's digital age. The rapid rise of social media has enabled historians and history enthusiasts to access information more easily and has affected history learning in a different way. The fact that popular historians have gained a large following on social media platforms has encouraged those interested in history to exchange ideas about history on these platforms and led to the spread of history learning through social media. While the impact of social media tools on history and history teaching is gradually increasing, many popular historians have started to actively use these channels to explain their ideas and history. Especially after the pandemic, the fact that schools were suspended and people could not leave their homes caused social media tools to be used more by the society. Schools continued their educational activities by providing online lessons to students. The low cost of the lessons on social media and the fact that they appeal to people of all ages have increased the number of these lessons and the number of people doing these lessons. At the same time, the fact that it is not too much trouble to access information and that the lessons are not boring thanks to short videos has made teaching through social media attractive. In this study, it is aimed to comparatively examine the effect of popular historians' posts on social media platforms on history teaching, why popular historians are followed, their followers' perspectives and views on history learning on social media platforms. The research was conducted in accordance with the case analysis design from qualitative research methods. The study group of the research consists of 52 participants selected from the followers of popular historians in 2023. The participants were selected from Youtube and Instagram users according to convenience sampling on the grounds that most of the participants were users of more than one social media platform and that it would provide practicality to the research. In the selection of the participants, the participants' active use of social media and gender balance were taken into consideration. Data saturation was taken as a basis in determining the participant size. The Semi-Structured Interview Form, which was created by the researcher and includes open-ended questions, was used as a data collection tool in the study. The questions in the interview form were organised in a meaning sequence from general to specific in a way to serve the objectives of the research. The relevant literature was taken into consideration and a draft form was created after analysing the conceptual studies in the literature. A pre-application was conducted with 7 participants to check the comprehensibility of the draft form. After the pre-application, some questions in the form were revised. After the pre-application, the draft form was shown to 3 field education experts and 1 research methods expert and the form was finalised by taking the criticisms into consideration. The data collected from the participants within the scope of the research were analysed through content analysis. According to the results of the research; It was concluded that the majority of the participants spent a large part of their time using social media applications, the participants had positive thoughts about social media in the context of socialising environment, instant daily sharing, and negative thoughts in the context of time loss and addiction. Although history learning through social media has positive aspects due to reaching large masses and not having time and space limitations, it has been determined that spending too much time on social media causes addiction problems and has negative dimensions in terms of getting people used to ease and distracting them from reading books. Although many historians in the field of history are followed in the social media environment, it is concluded that the most followed historians are historians who are experts in their field and have high popularity. Reasons for following popular historians on social media It has been concluded that the posts of popular historians on social media contribute to the history learning of large masses without time and space limitations and satisfy the curiosity of their followers about general culture, historical background, popular culture and history. In addition, it has been revealed that popular historians' short video and picture posts are more effective in history learning. At the same time, it has been concluded that unethical and polarising elements are included in the posts of popular historians, and these posts cause confusion, especially in users with low education level.