Taking a historical perspective: students' understanding of the Turkish Alphabet Reform (November 1928)

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dc.contributor.authorAktin, Kibar
dc.contributor.authorSaricicek, Aysenur
dc.contributor.authorKaracali Taze, Hulya
dc.contributor.authorSaglam Tekir, Huru
dc.date.accessioned2026-04-25T14:20:08Z
dc.date.available2026-04-25T14:20:08Z
dc.date.issued2026
dc.departmentSinop Üniversitesi
dc.description.abstractHistorical perspective taking (HPT) stands out as an effective approach that strengthens individuals' social and political orientations, develops their moral judgments, and promotes responsible democratic citizenship. Recent research on contemporary history and social studies education shows that middle school students struggle to understand different perspectives when interpreting historical events. However, research on how students experience these difficulties is limited. In this study, we aimed to determine how the HPT process differs for 6th and 8th grade students by presenting a systematic comparison within the framework of HPT components and to develop recommendations on which pedagogical approaches may be more effective in history teaching depending on age. We conducted the study, designed as qualitative research, using a case study design. In the study, we used newspapers prepared by students to determine their HPT, standardized open-ended interview forms, and participant-observer notes as data collection tools. In analyzing the data, we made significant use of the components of the historical perspective-taking tool developed by Hartmann and Hasselhorn (2008). The results of the study show that age-related variables have a significant effect on HPT.
dc.description.sponsorshipTUBITAK 2209-a program [1919B012323128]
dc.description.sponsorshipThis work was supported by the TUB & Idot;TAK 2209-a program under project code 1919B012323128.
dc.identifier.doi10.1080/13511610.2026.2630018
dc.identifier.issn1351-1610
dc.identifier.issn1469-8412
dc.identifier.orcid0000-0001-6238-3500
dc.identifier.orcid0000-0002-6592-0807
dc.identifier.scopus2-s2.0-105030697157
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/13511610.2026.2630018
dc.identifier.urihttps://hdl.handle.net/11486/8385
dc.identifier.wosWOS:001694712700001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofInnovation-The European Journal of Social Science Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260420
dc.subjectSocial studies education
dc.subjecthistory education
dc.subjecthistorical emphaty
dc.subjecthistorical context
dc.subjectpresent perspective
dc.titleTaking a historical perspective: students' understanding of the Turkish Alphabet Reform (November 1928)
dc.typeArticle

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