Problems related to history teaching in social studies education from the perspective of the history teachers
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study aims to identify the deficiencies in knowledge, and skills among students transitioning to high school in terms of their readiness levels in classroom learning environments, and to propose solutions within the realm of Social Studies education, from the perspective of history teachers. In the study, the research design chosen was phenomenological, which is a qualitative research method. The study group of the research consists of 23 history teachers from the state schools in Turkey. The study group was determined by convenience sampling, as one of the purposive sampling methods. A questionnaire form was used as a data collection tool. Data were analyzed through frequency analysis and content analysis. According to the results of the study, history teachers stated that students starting high school lacked basic historical knowledge and conceptual knowledge, did not acquire map literacy skills, did not have critical thinking, research, and political literacy skills to a great extent. They also stated that the students’ historical thinking skills, perceiving time and chronology, perceiving change and continuity, perceiving space and using evidence skills were not sufficient. History teachers identified the source of the problems related to learning and skills the students face at the readiness level as lack of motivation, students' inability to understand what they read, lack of reading habits, insufficient study habits, exam-oriented education system, lack of history topics in the curriculum, course hours and course books The study has once again shown the importance of meaningful and motivating learning in solving the problems associated with teaching history. However, it is necessary to move away from the exam-oriented education system and give more importance to history teaching. For this purpose, history courses can be considered to find a larger place in the Social Studies curriculum or be presented as a separate discipline. In addition, the adoption of active teaching methods and techniques and the use of out-of-school learning environments can make the teaching of history more effective.
Açıklama
Anahtar Kelimeler
Tarih, Eğitim, Eğitim Araştırmaları
Kaynak
Turkish History Education Journal
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
1
