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  • Küçük Resim
    Öğe
    A Comparative Study on Primary Pupils' Historical Questioning Processes in Turkey and England: Empathic, Critical and Creative Thinking
    (Educational Sciences: Theory and Practice, 2007) Cooper, Hilary; Dilek, Dursun
    This study is part of a larger ongoing Project. In this project, the documents (video recordings and transcripts) which were collected by the recording of history lessons that were taught in different countries, have been analyzed in order to identify ways in which children are involved in historical enquiry rather than didactic teaching, as a basis for comparison, discussion and development. According to the project aim, in this study, history lessons taught in a primary school in Turkey and in England were comparatively analyzed. In the Turkish lesson, pupils work in groups to interpret information in texts, maps and pictures, in order to reconstruct events surrounding the Battle of Ankara in poetry, art, drama and music. In the English lesson, children found out about Ancient Egypt’s ways of daily life, also working in groups. The data gathered from these lessons –through a case study in England and an action research in Turkey- were recorded via video and the video recordings were transcribed. The documents were analyzed through document and descriptive analyses. The analysis explores ways in which pupils extract information, transfer it to new contexts and express it from different viewpoints. It shows how, in discussing sources, pupils gradually become independent of adult support, spontaneously use special vocabulary introduced by the teacher in new contexts and use causal vocabulary. It is concluded that pupils are engaged in the process of historical enquiry to the extent that, in an embryonic way, they explore the past, interrogate sources to construct interpretations which include presenting the information from different perspectives and developing arguments, using specialised vocabulary. The significance of classroom organisation and ethos in developing historical enquiry is considered.
  • Küçük Resim
    Öğe
    A Comparative Study on Primary Pupils’ Historical Questioning Processes in Turkey and England: Empathic, Critical and Creative Thinking
    (Educational Sciences: Theory and Practice, 2007) Cooper, Hilary; Dilek, Dursun
    This study is part of a larger ongoing Project. In this project, the documents (video recordings and transcripts) which were collected by the recording of history lessons that were taught in different countries, have been analyzed in order to identify ways in which children are involved in historical enquiry rather than didactic teaching, as a basis for comparison, discussion and development. According to the project aim, in this study, history lessons taught in a primary school in Turkey and in England were comparatively analyzed. In the Turkish lesson, pupils work in groups to interpret information in texts, maps and pictures, in order to reconstruct events surrounding the Battle of Ankara in poetry, art, drama and music. In the English lesson, children found out about Ancient Egypt’s ways of daily life, also working in groups. The data gathered from these lessons –through a case study in England and an action research in Turkey- were recorded via video and the video recordings were transcribed. The documents were analyzed through document and descriptive analyses. The analysis explores ways in which pupils extract information, transfer it to new contexts and express it from different viewpoints. It shows how, in discussing sources, pupils gradually become independent of adult support, spontaneously use special vocabulary introduced by the teacher in new contexts and use causal vocabulary. It is concluded that pupils are engaged in the process of historical enquiry to the extent that, in an embryonic way, they explore the past, interrogate sources to construct interpretations which include presenting the information from different perspectives and developing arguments, using specialised vocabulary. The significance of classroom organisation and ethos in developing historical enquiry is considered.
  • Küçük Resim
    Öğe
    Children's Thinking in History: Analysis of a History Lesson Taught to 11 Year Olds at Ihsan Sungu School, İstanbul
    (International Journal of Historical Learning, Teaching and Research, 2004) Cooper, Hilary; Dilek, Dursun
    This case study analyses a video recording of a history lesson taught to a class of eleven year olds in Istanbul. It is part of a larger project in which video recordings of history lessons in Bucharest, Cumbria, (England), Lyons and Geneva have been analysed in order to identify ways in which children are involved in historical enquiry rather than didactic teaching as a basis for comparison, discussion and development. In this lesson pupils work in groups to interpret information in texts, maps and pictures in order to reconstruct it in poetry, art, drama and music. The analysis of the transcript explores ways in which pupils extract information, transfer it to new contexts and express it from different viewpoints. It shows how, in discussing sources, pupils gradually become independent of adult support, how they spontaneously use special vocabulary introduced by the teacher in new contexts and how they use causal vocabulary. It is concluded that pupils are engaged in the process of historical enquiry to the extent that, in an embryonic way, they interrogate sources to construct interpretations which include presenting the information from different perspectives and developing arguments, using specialised vocabulary. The significance of classroom organisation and ethos in developing historical enquiry is considered.
  • Küçük Resim
    Öğe
    Türkiye ve İngiltere'de İlköğretim Öğrencilerinin Tarihsel Sorgulama Süreçleri Üzerine Karşılaştırmalı Bir Çalışma: Empatik, Eleştirel ve Yaratıcı Düşünme
    (Kuram ve Uygulamada Eğitim Bilimleri, 2007) Cooper, Hilary; Dilek, Dursun
    Bu çal›flma daha büyük çapta bir araflt›rma projesinin parças›d›r. Proje kapsam›nda farkl› ülkelerde (‹ngiltere, Fransa, ‹sviçre, Romanya ve Türkiye) gerçeklefltirilen tarih derslerinin dokümanlar› (video kaset ve transkriptler), ö¤rencilerin didaktik ö¤retimden ziyade karfl›- laflt›rma, tart›flma ve fikirleri gelifltirmeye dayal› olan tarihsel sorgulamaya nas›l kat›ld›klar› n› belirlemek amac›yla analiz edilmifltir. Bu çal›flmada da projenin amac›na paralel olarak ‹stanbul’da bir ilkö¤retim okulunun alt›nc› s›n›f›nda ifllenen -sosyal bilgiler kapsam›nda yer alan- tarih dersi ve ‹ngiltere’de küçük bir yerleflim birimi olan Ambleside’da bir ilkö¤retim okulunda ifllenen tarih dersinin dokümanlar› karfl›laflt›rmal› olarak analiz edilmifltir. Türkiye’deki derste ö¤renciler gruplar hâlinde metin, harita ve resimler üzerinde çal›flarak ve bunlardan elde ettikleri bilgileri kullanarak fliir, resim, drama ve müzik formunda Ankara Savafl›’n› yeniden yap›land›rm›fllard›r. ‹ngiltere’deki derste ö¤renciler dönüflümlü grup etkinlikleri yaparak Eski M›s›r’daki gündelik yaflam› keflfetme yoluna gitmifllerdir. Veriler, ‹ngiltere’de durum çal›flmas› ve Türkiye’de aksiyon araflt›rma yoluyla toplanm›fl; video kaset ve transkriptler (s›n›f içindeki konuflma metinleri) arac›l›¤›yla kay›t alt›na al›nm›flt›r. Bu dokümanlar, nitel araflt›rma tekniklerinden doküman incelemesi ve betimsel analiz kullan› larak analiz edilmifltir. Yap›lan analizler ö¤rencilerin bilgiye ulaflma, onu yeni ba¤lamlara transfer etme ve farkl› bak›fl aç›lar›ndan ifade etme yollar›n›n neler oldu¤unu göstermifltir. Bu analizler ayn› zamanda ö¤rencilerin aflamal› olarak nas›l yetiflkin deste¤inden ba¤›ms›z hâle geldi¤ini, ö¤retmen taraf›ndan sunulan tarihsel kavram ve kelimelerin nedensellik ifadesi tafl›yan sözcükler dâhil yeni ba¤lamlarda ö¤renciler taraf›ndan nas›l kullan›ld›¤›n› göstermektedir. Tarihsel sorgulama süreciyle bir ölçüde meflgul olan ö¤rencilerin geçmiflteki insan yaflant›s›n› keflfetmek, bilgiyi farkl› bak›fl aç›lar›ndan sunmak ve argümanlar gelifltirmek, tarihe özgü kavram/kelimeleri kullanmay› içeren yorumlar oluflturmak için kaynaklar› amatörce sorgulad›klar› sonucuna ulafl›lm›flt›r. Ayn› zamanda s›n›f organizasyonu ve de- ¤erlerinin tarihsel sorgulaman›n geliflmesindeki anlam ve önemine de dikkat çekilmifltir.