Sosyal bilgiler dersinde öğrencilerin tarihsel empati deneyimlerinin incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sinop Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Tarihsel empati, öğrencilerin tarihsel karakterlerle bilişsel ve duyuşsal etkileşime girerek tarihsel karakterlerin yaptığı eylemleri, aldığı kararları ve yaşadıkları deneyimleri daha iyi anladığı ve ele alınan dönemin koşullarına göre değerlendirdiği bir süreçtir. Tarihsel empatinin, eğitimdeki önemi tartışmalı bir konu olmakla birlikte son yıllardaki çalışmalarla farklı boyutlarıyla kavramsallaştırıldığı, öğrencilere kazandırılacak önemli bir beceri olarak öneminin tekrar arttığı görülmüştür. Bu araştırmada 6. sınıf sosyal bilgiler dersinin "Kültür ve Miras" öğrenme alanının "Türklerin İslamiyet'i kabulleri ile birlikte siyasi, sosyal ve kültürel alanlarda meydana gelen değişimleri fark eder" kazanımından yola çıkarak tarihsel kanıtlarla hazırlanan etkinlikler vasıtasıyla öğrencilerin tarihsel empati deneyimlerini tarihsel bağlam, perspektif alma ve duyuşsal bağlantı alt boyutları altında incelemek amaçlanmıştır. Bu kapsamda nitel araştırma yöntemlerinden eğitimsel durum çalışması, araştırmanın yöntemi olarak belirlenmiştir. Araştırmanın çalışma grubunu, 2019-2020 eğitim-öğretim yılında Sinop ilinde yer alan bir devlet ortaokulundaki 6. sınıf öğrencileri oluşturmuştur. Araştırmanın verileri katılımlı gözlemden, sınıf içi etkinliklerden elde edilen yazılı dokümanlardan ve drama etkinliğinden elde edilmiştir. Verilerin analizinde betimsel analiz kullanılmıştır. Araştırma sonucunda öğrencilerin çoğunlukla tarihsel bağlam bilgisi üzerinden tarihsel empati kurduğu, bununla birlikte bazı öğrencilerin perspektif alma ve duyuşsal bağlantı vasıtasıyla güçlü bir tarihsel empati gerçekleştirebildiği görülmüştür. Tarihsel bağlamdan yola çıkarak perspektif alabilen öğrencilerin güçlü bir tarihsel bağlam bilgisine sahip olduğu bulgulanmıştır. Gerçekleştirilen etkinlikler ve sınıf içi diyaloglar incelendiğinde öğrencilerin çok az bir kısmının duyuşsal bağlantı kurarak tarihsel empati gerçekleştirebildiği gözlemlenmiştir. Bununla birlikte bazı öğrenci çalışma kağıtlarında şimdicilik ve anakronik düşünmeye yönelik bulgulara rastlandığı ve bu durumun onların tarihsel empati deneyimlerinde kopuşlar oluşturduğu görülmüştür.
Historical empathy is the process of students' cognitive and affective engagement with historical characters to better understand their actions, decisions, and experiences and interpret them according to the conditions of the era. Although the importance of historical empathy in education is a controversial subject, it has been observed that the term has been conceptualized with different dimensions in recent studies and it is now considered to be an important skill to be acquired by students. In this study, based on the objective "Realizes the changes in the political, social and cultural fields with the acceptance of Islam by Turks" of the "Culture and Heritage" learning area of Social Studies course, it was aimed to examine students' historical empathy experiences under historical context, perspective taking, and affective connection sub-dimensions through activities prepared with historical evidence. In this context, educational case study, one of the qualitative research methods, was determined as the method of the research. The study group of this research consisted of 6th grade students in a state school in city of Sinop in the 2019-2020 academic year. The data of the study were obtained from participatory observation, written documents obtained from classroom activities and drama activity. Descriptive analysis was used in analyzing the data. As a result of the research, it was found that students mostly empathize through historical context, but some students can achieve a strong historical empathy through perspective taking and affective connection. It was found that students who can take perspective through the historical context have a strong historical context knowledge. When the activities and in-class dialogues were examined, it was observed that very few of the students could achieve historical empathy by establishing affective connections. However, it was observed that some student worksheets have findings regarding presentism and anachronistic thinking, and this situation creates breaks in their historical empathy experiences.
Historical empathy is the process of students' cognitive and affective engagement with historical characters to better understand their actions, decisions, and experiences and interpret them according to the conditions of the era. Although the importance of historical empathy in education is a controversial subject, it has been observed that the term has been conceptualized with different dimensions in recent studies and it is now considered to be an important skill to be acquired by students. In this study, based on the objective "Realizes the changes in the political, social and cultural fields with the acceptance of Islam by Turks" of the "Culture and Heritage" learning area of Social Studies course, it was aimed to examine students' historical empathy experiences under historical context, perspective taking, and affective connection sub-dimensions through activities prepared with historical evidence. In this context, educational case study, one of the qualitative research methods, was determined as the method of the research. The study group of this research consisted of 6th grade students in a state school in city of Sinop in the 2019-2020 academic year. The data of the study were obtained from participatory observation, written documents obtained from classroom activities and drama activity. Descriptive analysis was used in analyzing the data. As a result of the research, it was found that students mostly empathize through historical context, but some students can achieve a strong historical empathy through perspective taking and affective connection. It was found that students who can take perspective through the historical context have a strong historical context knowledge. When the activities and in-class dialogues were examined, it was observed that very few of the students could achieve historical empathy by establishing affective connections. However, it was observed that some student worksheets have findings regarding presentism and anachronistic thinking, and this situation creates breaks in their historical empathy experiences.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
