Sosyal bilgiler dersi tarih öğretiminde kullanılabilecek hikâye kitaplarının incelenmesi: İlk Türk Devletleri ve Selçuklu Devleti örnekleri
[ X ]
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sinop Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, sosyal bilgiler dersi tarih öğretiminde öğrencilere yardımcı olabilecek kaynaklar arasında yer alan resimli hikâye kitaplarının eğitsel niteliği ile tarihsel öğrenmeye olası katkılarını ortaya koymak amacıyla yola çıkmıştır. Bu doğrultuda Sosyal Bilgiler kapsamında değerlendirilebilecek edebi ürünlerden resimli tarih hikâye kitaplarını belirlenen kategoriler ve temalar çerçevesinde incelemek ve bunların tarihsel öğrenme sürecine katkılarını tespit etmek hedeflenmiştir. Elde edilen bulguların edebi ürünlerle sosyal bilgiler/tarih öğretimi çalışmalarına katkı sunması beklenmektedir. Bu araştırmada nitel araştırma yaklaşımı kapsamında doküman incelemesi yöntemi kullanılmıştır. Araştırmanın örneklemi, Sosyal Bilgiler Öğretim Programı içeriğine uygun olduğu düşünülen 30 adet resimli tarih hikâye kitabından oluşmaktadır. Verilerin analizinde betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Veriler fiziksel özellikler, görsel tasarım özellikleri, dil ve anlatım özellikleri, eğitsel tasarım özellikleri ve toplumsal cinsiyet perspektifi kategorileri bağlamında belirlenen alt temalara göre analiz edilmiştir. Elde edilen bulgular, resimli tarih hikâye kitaplarının belirlenen kategoriler çerçevesindeki kriterleri geniş ölçüde karşıladığı sonucunu ortaya koymuştur. Öte yandan toplumsal cinsiyet eşitliğine yönelik içeriğin incelenen kitaplarda hayli yetersiz olduğu bulgusuna ulaşılmıştır. Kitapların güçlü ve zayıf yönlerine ilişkin bulgular ışığında çeşitli öneriler getirilmiştir.
The problem of this research is to what extent illustrated story books, which are resources that can help students in teaching social studies and history, contribute to teachers and students in lessons, in what ways they are beneficial and what qualities they have. The aim is to provide a solution to the identified problem situation and to analyze illustrated history story books, which are among the beneficial literary products within the scope of Social Studies, within the framework of determined categories and themes, and to determine their contribution to the historical learning process at the end of the analyses. The data to be obtained will touch upon an important point in the social studies history teaching literature and is important for closing the gap. In this research, document review is applied within the scope of qualitative research method. The population of the research is all story books used in Social Studies history teaching. The sources chosen for the sample of the research are 30 illustrated history stories used in Social Studies History teaching. Illustrated history story books were analyzed within the framework of descriptive analysis and content analysis during the review process. Analysis was carried out by taking into account the sub-themes determined within the scope of evaluation categories in terms of physical features, visual design features, language and expression features, educational design features and gender. When the data obtained at the end of the analyzes were examined in the light of categories, it was concluded that illustrated story books largely met the criteria for students in general. On the other hand, it was found that the content on gender equality was quite insufficient in the books analyzed. Recommendations have been developed for the deficiencies obtained in the light of the findings. KEYWORDS:Teaching History in Social Studies; Illustrated History Story Books; Turkish States. February 2024, 204 Page
The problem of this research is to what extent illustrated story books, which are resources that can help students in teaching social studies and history, contribute to teachers and students in lessons, in what ways they are beneficial and what qualities they have. The aim is to provide a solution to the identified problem situation and to analyze illustrated history story books, which are among the beneficial literary products within the scope of Social Studies, within the framework of determined categories and themes, and to determine their contribution to the historical learning process at the end of the analyses. The data to be obtained will touch upon an important point in the social studies history teaching literature and is important for closing the gap. In this research, document review is applied within the scope of qualitative research method. The population of the research is all story books used in Social Studies history teaching. The sources chosen for the sample of the research are 30 illustrated history stories used in Social Studies History teaching. Illustrated history story books were analyzed within the framework of descriptive analysis and content analysis during the review process. Analysis was carried out by taking into account the sub-themes determined within the scope of evaluation categories in terms of physical features, visual design features, language and expression features, educational design features and gender. When the data obtained at the end of the analyzes were examined in the light of categories, it was concluded that illustrated story books largely met the criteria for students in general. On the other hand, it was found that the content on gender equality was quite insufficient in the books analyzed. Recommendations have been developed for the deficiencies obtained in the light of the findings. KEYWORDS:Teaching History in Social Studies; Illustrated History Story Books; Turkish States. February 2024, 204 Page
Açıklama
Anahtar Kelimeler
Tarih, History
