Publication: Demografik yapı özelliği farklı olan yerlerde tarih öğretimi sorunları - Mardin ili örneği
Abstract
Demografik yapı özelliği farklı olan yerlerde, izlenen metotlara göre değişkenlik gösterebilecek, tarih öğretimi problemleri çıkabilir. Bunu etkileyen unsurlar olarak, toplum yapısı, eğitim politikaları, öğretmen ve okul tutumları vb. sayılabilir. Bu problemin araştırılması için Türkiye geneli bir çalışma çok zor olabileceğinden; farklı inanç ve sosyal yapılara karşı olan anlayışı ile Mardin şehri saha olarak seçilmiştir.Mardin şehri, gerek coğrafi sınırlarının çok büyük olmaması, gerek nüfusunun istatistiksel analiz için yeterli miktarda olması, gerekse Türkiye’de bulunan çoğu farklı inanışları barındırmasıyla, araştırmamız için güzel bir örnektir. Bu bölge, bir nevi Türkiye’nin mikro modeli olup tarih öğretiminde sorun oluşturabilecek kültürel çeşitliliğin incelenebilmesi açısından verimli bir çalışma sahasıdır.Araştırmanın çalışma grubunu, Mardin ilinde, 2019-2020 eğitim-öğretim yılında eğitim gören 200 lise öğrencisi ile tarih eğitimi veren 13 öğretmen oluşturmaktadır. 200 öğrencinin temsil ettiği kültürel yapı; çoğunluğu Kürt ve Arap öğrenciler olmak üzere Süryani, Yezidi ve Türklerle beraber çokkültürlü bir yapıdır.Araştırma deseni olarak olgubilim yolu izlenmiş olup veri toplama aracı olarak da görüşme yöntemi uygulanmıştır. Araştırma dahilinde öğrencilere 13, öğretmenlere 16 soru yönlendirilmiştir. Öğrenci ve öğretmenlere yönelttiğimiz sorulara verilen cevaplar genel itibariyle müfredat-öğrenci, müfredat-öğretmen bağlantılı olmuştur. Bazı öğretmenler konuya bağlı olarak, bazen sınıf ortamında tepki gösteren öğrenciler olduğunu belirtirken bunun öğrenciler arası bir polemiğe dönüşmediğinden bahsetmişlerdir. Buradan anlaşılacağı gibi, sınıf ortamında demografik açıdan çeşitlilik olması, öğrenciler arası bir gerginliğe sebep olmamaktadır
In places where the demographic structure is different, there may be problems with teaching history, which may vary according to the methods followed. Community structure, education policies, teacher and school attitudes, etc. can be accepted as factors affecting this. Having a common-understanding of different beliefs and social structures, the city of Mardin was chosen as a field for this study since a wide study in Turkey could be very difficult to investigate this problem.Mardin city is a good example for our research, all because its geographical borders are not too large, its population is sufficient for statistical analysis, and it hosts many different beliefs live in Turkey. This region is a kind of micro model of Turkey and is an efficient field of study in terms of studying cultural diversity that may pose problems in history teaching.The working group of the study consists of 200 high school students studying in Mardin province in the 2019-2020 academic year and 13 teachers teaching history. The cultural structure represented by 200 students is a multicultural structure with Syriac, Yazidi and Turks, the majority of whom are Kurdish and Arab students.As a research pattern, the path of phenomenology was followed and the interview method was applied as a data collection tool. As part of the research, 13 questions were directed to students and 16 questions to teachers. The answers to the questions we posed to students and teachers were generally related to curriculum-student, curriculum-teacher. Some teachers have stated that depending on the subject, sometimes there are students who react in the classroom, while they have mentioned that this does not turn into an inter-student polemic. As can be seen from here, demographic diversity in the classroom environment does not cause tension between students.
In places where the demographic structure is different, there may be problems with teaching history, which may vary according to the methods followed. Community structure, education policies, teacher and school attitudes, etc. can be accepted as factors affecting this. Having a common-understanding of different beliefs and social structures, the city of Mardin was chosen as a field for this study since a wide study in Turkey could be very difficult to investigate this problem.Mardin city is a good example for our research, all because its geographical borders are not too large, its population is sufficient for statistical analysis, and it hosts many different beliefs live in Turkey. This region is a kind of micro model of Turkey and is an efficient field of study in terms of studying cultural diversity that may pose problems in history teaching.The working group of the study consists of 200 high school students studying in Mardin province in the 2019-2020 academic year and 13 teachers teaching history. The cultural structure represented by 200 students is a multicultural structure with Syriac, Yazidi and Turks, the majority of whom are Kurdish and Arab students.As a research pattern, the path of phenomenology was followed and the interview method was applied as a data collection tool. As part of the research, 13 questions were directed to students and 16 questions to teachers. The answers to the questions we posed to students and teachers were generally related to curriculum-student, curriculum-teacher. Some teachers have stated that depending on the subject, sometimes there are students who react in the classroom, while they have mentioned that this does not turn into an inter-student polemic. As can be seen from here, demographic diversity in the classroom environment does not cause tension between students.