Adapting Historical Perspective Taking Instrument into Turkish and Investigating History and Social Studies Student Teachers’ Historical Perspective Taking Skills

Abstract

This study aims to adapt historical perspective taking (HPT) instrument into Turkish and then to examine history and social studies student teachers’ HPT skills.  Adapting a cross-sectional survey model the current study employs 386 history and social studies student teacher attending to related educational programmes at Gazi, Necmettin Erbakan and Uşak universities in the spring term of 2017-2018 academic year. The study sample was chosen in accordance with random sampling technique. In order to test the structural validity of the HPT Instrument confimatory factor analyses were conducted. Besides, descriptive statistics, t-tests, Brown-Forsythe ve Welch Statistics and One-way Anova were conducted. The research findings reveal that the Turkish version of the HPT instrument is valid and reliable which has a coherent and compatible structure with its original version. The findings also indicate that although there are some differences amongst the groups in regard with several variables, students teachers have sufficient HPT skills. Bearing on this result, the current study discusses the place and importance of measuring HPT skills within the Turkish context.

Keywords

• Historical perspective taking,history education,scale measurement,historical contextualisation,confirmatory factor analysis

Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi

Abstract

Bu araştırmanın amacı tarihsel bakış açısı edinme ölçeğini Türkçeye uyarlayarak tarih ve sosyal bilgiler öğretmen adaylarının tarihsel bakış açısı edinme becerilerini incelemektir. Kesitsel tarama modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim yılında Gazi, Necmettin Erbakan ve Uşak üniversitelerinin çeşitli pogramlarında öğrenim gören ve tesadüfi örnekleme yöntemiyle seçilmiş 386 tarih ve sosyal bilgiler öğretmen adayı oluşturmaktadır. Tarihsel bakış açısı edinme ölçeğinin Türkçe sürümünün yapı geçerliliği belirlemek için doğrulayıcı faktör analizi yapılmıştır. Verilerin analizinde betimsel istatistikler, t-testi, Brown-Forsythe ve Welch istatistikleri ve tek yönlü varyans analizinden faydalanılmıştır. Araştırma bulguları tarihsel bakış açısı edinme ölçeğinin Türkçe sürümünün orijinal ölçeğin yapısıyla uyumlu bir şekilde geçerli ve güvenilir bir yapıda olduğunu göstermiştir. Yapılan incelemeler ayrıca bazı değişkenler açısından gruplar arasında çeşitli farklılıklar olsa da tarih ve sosyal bilgiler öğretmen adaylarının tarihsel bakış açısı edinme becerlerinin yeterli düzeyde olduğunu göstermiştir. Çalışmanın son kısmında bu sonuçlardan hareketle tarihsel bakış açısı edinme becerilerinin ölçülmesinin Türkiye bağlamındaki yer ve önemi tartışılmıştır. 

Keywords

• Tarihsel bakış açısı edinme,tarih eğitimi,ölçek uyarlama,tarihsel bağlamsallaştırma,doğrulayıcı faktör analizi

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