Publication: İlköğretim sosyal bilgiler dersi tarih konularının öğretiminde resimlendirilmiş öykülerin tarihsel düşünme becerilerinin gelişimine etkisi
Abstract
İLKÖĞRETİM SOSYAL BİLGİLER DERSİ TARİH KONULARININ ÖĞRETİMİNDE RESİMLENDİRİLMİŞ ÖYKÜLERİN TARİHSEL DÜŞÜNME BECERİLERİNİN GELİŞİMİNE ETKİSİ Bu araştırma, resimlendirilmiş öykü tekniğinin öğrencilerin tarihsel düşünme becerileri üzerindeki etkilerinin araştırıldığı nitel bir çalışmadır. Resmi bir ilköğretim okulunun 6. sınıf düzeyindeki 46 öğrencisine bir tarih ünitesi içeriğinde resimlendirilmiş öykü tekniği uygulanmıştır. Resimlerinin ve öykülerinin dersin öğretmeni olan araştırmacı tarafından oluşturulduğu bu uygulamanın sekiz haftalık sürecinde öğrencilerin öykü çözümlemelerini, görsel okumalarını ve görsel imgeler oluşturma edimlerini içeren veriler, nitel araştırma tekniklerinden betimsel analiz, doküman analizi ve içerik analizine göre yapılandırılmıştır. Öykülerin çözümlenmesi amacıyla açık uçlu sorular içeren etkinlikler, öğrenme ortamlarındaki söylem ve tarihsel düşünme süreçleri, konuşma ve söylem analizi yaklaşımına göre yorumlanmıştır. Söz konusu teknik ve yaklaşımlara hakim olan paradigma, yorumlamacı yaklaşım olan hermeneutiktir. Sekiz resimlendirilmiş öykünün görsel açıdan okumalarının yapıldığı resimler ve öğrencilerin kendi ürünlerinin görsel imgeler oluşturma etkinlikleriyle sunulduğu ortamlarda; öğrencilerdeki tarihsel düşünme düzeyleri ve gelişim aşamaları “Egan’ın tarihsel düşünme becerileri sınıflandırması” esas alınarak değerlendirilmiştir. Bu düzeyler; mitsel, romantik, felsefi ve ironik düzeylerdir. İki düzey arasında geçiş gösteren bazı öğrenciler ise araştırmacı tarafından oluşturulan mitsel- romantik, romantik- felsefi düzeylerde kabul edilmişlerdir. Tarihsel düşünme becerilerine göre yapılan sınıflandırmadan sonra araştırmanın “öğrencilerin seçimi” aşamasında; uzman görüşleri, öğrencilerle yapılan görüşmeler ve öğrencilerin geçmiş akademik gelişim düzeyleri ölçüt alınarak, her düzeyi temsil edecek toplam on iki öğrenci seçilmiştir. Araştırmadan elde edilen sonuçlar, resimlendirilmiş öykü tekniğinin öğrencilerin tarihsel düşünme becerilerine olumlu etkilerde bulunduğunu ortaya koymuştur. Resimlendirilmiş öykü tekniği, tarihsel düşünme becerileri, görsel okuma, görsel imge, öykü çözümleme.
THE INFLUENCE OF ILLUSTRATED STORIES IN TEACHING HISTORY SUBJECTS IN SOCIAL SCIENCE LESSONS FOR ELEMENTARY EDUCATION ON THE DEVELOPMENT OF HISTORICAL THINKING ABILITIES This research is a qualitative study of the influences of illustrated story technique on pupils’ historical thinking abilities. The illustrated story technique in the content of a history unit has been applied to 46 pupils 6th grade from an elementary state school. Over an 8- week period, pictures and stories were created by the researcher, the teacher of the lesson. The data containing the pupils’ story analysis, visual reading and the actions of forming visual images, have been constructed according to some of the qualitative research techniques; descriptive analysis, document analysis and content analysis. The activities containing open-ended questions with the aim of story analysis have been interpreted according to expression and historical thinking processes, speaking and expression analysis approach in learning environments. The paradigm dominating the mentioned techniques and approaches is the interpreting approach, hermeneutics. The pictures which 8 illustrated stories’ readings were made from the visual point of view and the pupils’ historical thinking levels and development phases in the environments where pupils’ own products were presented with the activities forming visual images have been evaluated by based on ‘Egan’s historical thinking abilities classification’. These are the mythical, romantic, philosophical and ironic levels. Some pupils between two levels have been accepted in the mythical-romantic, romantic-philosophical levels formed by the researcher. After the classification made according to the historical thinking abilities, in the phase of pupil election, 12 pupils were selected in all to represent every level based on experts’ views, conversations with pupils and pupils’ past academic development levels. The outcomes required from the research revealed that the illustrated story technique has positive influences on pupils’ historical thinking abilities. Key Words: Illustrated story technique, historical thinking abilities, visual reading, visual image, story analysis.
THE INFLUENCE OF ILLUSTRATED STORIES IN TEACHING HISTORY SUBJECTS IN SOCIAL SCIENCE LESSONS FOR ELEMENTARY EDUCATION ON THE DEVELOPMENT OF HISTORICAL THINKING ABILITIES This research is a qualitative study of the influences of illustrated story technique on pupils’ historical thinking abilities. The illustrated story technique in the content of a history unit has been applied to 46 pupils 6th grade from an elementary state school. Over an 8- week period, pictures and stories were created by the researcher, the teacher of the lesson. The data containing the pupils’ story analysis, visual reading and the actions of forming visual images, have been constructed according to some of the qualitative research techniques; descriptive analysis, document analysis and content analysis. The activities containing open-ended questions with the aim of story analysis have been interpreted according to expression and historical thinking processes, speaking and expression analysis approach in learning environments. The paradigm dominating the mentioned techniques and approaches is the interpreting approach, hermeneutics. The pictures which 8 illustrated stories’ readings were made from the visual point of view and the pupils’ historical thinking levels and development phases in the environments where pupils’ own products were presented with the activities forming visual images have been evaluated by based on ‘Egan’s historical thinking abilities classification’. These are the mythical, romantic, philosophical and ironic levels. Some pupils between two levels have been accepted in the mythical-romantic, romantic-philosophical levels formed by the researcher. After the classification made according to the historical thinking abilities, in the phase of pupil election, 12 pupils were selected in all to represent every level based on experts’ views, conversations with pupils and pupils’ past academic development levels. The outcomes required from the research revealed that the illustrated story technique has positive influences on pupils’ historical thinking abilities. Key Words: Illustrated story technique, historical thinking abilities, visual reading, visual image, story analysis.