Ögrencilerin Tarihsel Empati Deneyimlerinin Incelenmesi Üzerine Bir Çalisma
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Tarih
2021
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Halil TURGUT
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Tarihsel empatinin egitimde kullanimi konusu tartismali olmakla birlikte son yillarda farkli boyutlariyla kavramsallastirilan, ögrencilere kazandirilmasi gereken önemli bir beceri olarak karsimiza çikmaktadir. Ilgili beceri ögrencilerin tarihsel karakterlerle bilissel ve duyussal etkilesime girerek yaptiklari eylemleri, aldiklari kararlari ve yasadiklari deneyimleri daha iyi anladigi ve ele alinan dönemin kosullarina göre degerlendirdigi bir süreç olarak görülmektedir. Bu çalismada farkli tarihsel karakterlerden (han, saman, imam, seyyah ya da halktan biri) biri ile empati kuran ögrencilerin tarihsel empati deneyimlerini perspektif alma, tarihsel baglam ve duyussal baglam boyutlariyla incelemek amaçlanmistir. Egitimsel durum çalismasi deseninde planlanan arastirmanin çalisma grubunu 2019-2020 egitim-ögretim yilinda bir devlet ortaokulunda 6. sinifta ögrenim gören 26 ögrenci olusturmustur. Arastirmanin verileri gazete köse yazisi etkinliginden elde edilmistir. Verilerin analizinde betimsel analiz teknigi kullanilmistir. Arastirma sonuçlarinda ögrencilerin, günümüzle iliskilendirilebilen imam ve halktan biri tarihsel figürü ile tarihsel empati kurmaya çalisirken bugüne ait bilgi, deger ve inançlari (simdicilik) kullanma egilimi gösterdigi ve bu durumun empati kurmayi sinirlandirdigi, geçmise ait tarihsel baglami kavramayi ve perspektif almayi güçlestirdigi tespit edilmistir. Öte yandan günümüzle dogrudan iliskilendirilmeyen tarihsel karakterlerle empati kurmaya çalisan ögrencilerin bu karakterin siyasi bir gücün temsilcisi (han) olma durumunda ya da acima, merhamet vb. duygusal hisler (saman) gelistirdikleri durumlarda duyussal bag kurduklari, perspektif alabildikleri ve dönemin tarihsel baglamini kavrayarak daha basarili bir tarihsel empati kurabildiklerine rastlanmistir. Tarihsel karakterlerle gerçeklestirilen empati sürecini etkileyen önemli degiskenlerden birinin tarihsel baglam bilgisi oldugu görülmüstür. Yeterli bir tarihsel baglam bilgisinin basarili bir tarihsel empati sürecini etkileyen güçlü bir etken oldugu sonucuna varilmistir.
Although historical empathy’s use in education is controversial, it has recently emerged as an important skill that students should acquire, conceptualized with different dimensions. This skill is seen as a process where students better understand their actions, decisions, and experiences through cognitive and affective interaction with historical characters and evaluate these considering the period’s conditions. This study examined the historical empathy experiences of students who empathized with a historical character (a khan, shaman, imam, traveller, or public member) based on perspective taking, historical context, and affective context. Designed as an educational case study, the research’s study group included 26 sixth-grade students in a state secondary school in the 2019-2020 academic year. Data were obtained from a column-writing activity. Descriptive analysis was used for data analysis. Results showed that students generally use today’s knowledge, values, and beliefs (presentism) when establishing historical empathy with a historical figure (an imam or a public member who can be associated with the present), which limits empathy and complicates understanding the historical context and taking perspective. Students who empathized with historical characters not directly associated with the present developed an affective attachment, took perspectives, comprehended the historical context, and thus developed a better historical empathy when the character represented a political power (khan) or produced emotional feelings like mercy or compassion (shaman). Historical context knowledge was an important variable influencing empathy with historical characters. It was a powerful factor influencing a successful process of historical empathizing.
Although historical empathy’s use in education is controversial, it has recently emerged as an important skill that students should acquire, conceptualized with different dimensions. This skill is seen as a process where students better understand their actions, decisions, and experiences through cognitive and affective interaction with historical characters and evaluate these considering the period’s conditions. This study examined the historical empathy experiences of students who empathized with a historical character (a khan, shaman, imam, traveller, or public member) based on perspective taking, historical context, and affective context. Designed as an educational case study, the research’s study group included 26 sixth-grade students in a state secondary school in the 2019-2020 academic year. Data were obtained from a column-writing activity. Descriptive analysis was used for data analysis. Results showed that students generally use today’s knowledge, values, and beliefs (presentism) when establishing historical empathy with a historical figure (an imam or a public member who can be associated with the present), which limits empathy and complicates understanding the historical context and taking perspective. Students who empathized with historical characters not directly associated with the present developed an affective attachment, took perspectives, comprehended the historical context, and thus developed a better historical empathy when the character represented a political power (khan) or produced emotional feelings like mercy or compassion (shaman). Historical context knowledge was an important variable influencing empathy with historical characters. It was a powerful factor influencing a successful process of historical empathizing.
Açıklama
Anahtar Kelimeler
Duyussal baglanti, Perspektif alma, Tarihsel baglam
Kaynak
Uluslararasi Beseri Bilimler ve Egitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
15
