Oral, ErtuğrulAktın, Kibar2014-09-262014-09-262010Oral, E., Aktın, K. "Coltham & Fınes and P.J. Rogers: Their Contrıbutıons To History Education – A Turkish Perspective", International Journal of Historical Learning, Teaching and Research, Volume 9, Number 1, p.27-31. (2010).1472 – 9466https://hdl.handle.net/11486/601http://www.history.org.uk/resources/secondary_resource_3220_149.htmlSince the beginning of the 19th century history teaching was considered as a field of study that transfers a body of knowledge about the past to students. Affected by this approach, students found history lessons extremely boring. In the ensuing debate that this provoked, Coltham’s and Fines’ pamphlet made the most significant contribution to History Education’s development as a separate field of study. They highlighted the purposes of History Education, i.e. what children gain from history teaching. Their now accepted approach prioritised ‘historical skills’ and defined the nature of a history curriculum that also might interest adolescent children. P. J. Rogers (1978) gave an important acceleration to the development of History Education through accepting an understanding that History Education should be grounded in history as an academic discipline that involved the construction of ‘historical facts’ rather than it being seen as a body of received information. Rogers identified the structure of history for History Education and how to make it educationally effective. Fines’ and Rogers’ work on childen’s thinking abilities and historical research skills developed through them processing historical evidence has enabled children now to to be educated as junior historians.enBrunerHistorical evidenceHistorical thinking abilitiesSpiral learningTarihsel kanıtTarihsel düşünme yetenekleriSpiral öğrenmeArticle