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Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış

Year 2021, Volume 22, Issue 1, 161 - 196, 30.04.2021
https://doi.org/10.17679/inuefd.794637

Abstract

Çocuklarda zaman ve zamana ilişkin becerilere dair nitelikli bir anlayış oluşturmak sosyal bilgiler dersinin kapsadığı ekonomi, kültür, tarih, coğrafya gibi temel çekirdek disiplinler için önemli bir “bağlam” yaratmakta, tarihsel düşünme becerilerinin ve nedensellik ilişkilerinin kurulmasına katkı sağlamaktadır. Bu araştırmada sosyal bilgiler dersinde zamana ilişkin becerilerin öğretimine kuramsal bir perspektif sunabilmek adına; çocuklarda zaman algısının gelişimine, sosyal bilgiler öğretiminde zaman kavramına, zamana ilişkin becerilerin öğretimsel ögelerine (kronoloji bilgisi/ becerisi, değişim ve sürekliliği algılama becerisi) ve zamana ilişkin becerilerin öğretiminde kullanılabilecek alternatif uygulamalara yer verilmiştir. Bu doğrultuda çocuklarda zaman algısının gelişimine yönelik çalışmalar değerlendirildiğinde yaş ve zihinsel olgunluk gibi bilişsel gelişimin önemine vurgu yapan çalışmaların ilerleyen dönemlerde kültür, dil, sosyal çevre gibi sosyokültürel özellikleri de kapsayarak genişletildiği görülmüştür. Ayrıca kronoloji bilgisi, kronoloji becerisi ve değişim ve sürekliliği algılama becerilerinin; çocukların dönemler arası benzerlik ve farklılıkları değerlendirilmelerine, dönemler arası sürekliliği ya da eş zamanlılığı incelemelerine, tarihsel dönüm noktalarını keşfetmelerine, tarihte yaşanan değişimin hızını ve yönünü kestirmelerine katkı sağladığı görülmüştür. Zaman ve zamana ilişkin beceriler; farklı tarihsel dönemlerde kültürel ya da politik konumlanmayı da sağlayacağından aynı zamanda yurttaşlık, kimlik ve aidiyet gibi çeşitli ideolojik kavramlar açısından da işlevsel olarak işe koşulabilir. Bu kapsamda zamana ilişkin becerilerin öğretimi artık neredeyse gelenekselleşen basit bir “sıralama” ya da “tarihlendirme” işlemi olarak görülmemeli; çocuklar için anlamlı ve çocukların yakın çevresine ilişkin resimler, fotoğraflar, binalar, tarihsel mekânlar, eşyalar, hikâyeler, zaman şeritleri, zaman kapsülleri, simülasyonlar, proje çalışmaları, vb. alternatif yöntemler göz önünde bulundurularak inşa edilmelidir.

References

  • Barton, K. C., & Levstik L.S. (1996). ‘Back when God was around and everything’: Elementary children’s understanding of historical time. American Educational Research Journal, 33(2), 419–454.
  • Barton, K. C. (2001). A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913.
  • Barton, K. C. (2002). " Oh, That's a tricky piece!": Children, mediated action, and the tools of historical time. The Elementary School Journal, 103(2), 161-185.
  • Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calender time for young children good intentions gone awry. Young Children, 13, 12-16.
  • Booth, M. (1993). Students’ historical thinking in the national history curriculum in England. Theory and Research in Social Education, 2(1), 105-27.
  • Booth, M. (1994). Cognition in history, Educational Psychologist, 29(2), 61–9.
  • Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and instruction focusing on time‐related competences in children. Educational Studies, 35(5), 481-492.
  • Chapman, T. (1993). Teaching chronology through time lines. Teaching History, 73, 25-29.
  • Cooper, H. (2001). The teaching of history in primary schools. London: David Fulton.
  • Cooper, H. (Ed.). (2004). Exploring time and place through play. Lodon: David Fulton.
  • Cooper, H. (2012). History 5-11: A guide for teachers. London: Routledge.
  • Counsell, C. (2011). What do we want students to do with historical change and continuity? In I. Davies (Eds.), Debates in history teaching (pp. 109-123). London: Routledge.
  • Crowther, E. M. (1982). Understanding of the concept of change among children and young adolescents. Educational Rewiev. 34(3), 279-284.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2019). Ortaokul öğrencilerinin kronoloji becerilerinin saptanmasına yönelik bir çalışma. Turkish History Education Journal, 8(1), 150-173.
  • De Groot-Reuvekamp, M. J., Van Boxtel, C., Ros, A., & Harnett, P. (2014). The understanding of historical time in the primary history curriculum in England and the Netherlands. Journal of Curriculum Studies, 46(4), 487-514.
  • Demircioğlu, İ. H. (2005). Sekizinci sınıf öğrencilerinin tarih öğretiminde kullanılan zaman ve kronolojiyle ilgili bazı kavramları anlama düzeyi. Eurasıan Journal of Educational Research, 19, 155-163.
  • Demircioğlu, İ.H. (2009). Zaman ve mekâna ilişkin becerilerin öğretimi. C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi demokratik vatandaşlık eğitimi içinde (s. 187-224). Ankara: Pegem.
  • Demircioğlu, İ. H. (2014). Tarih öğretiminde öğrenci merkezli yaklaşımlar. Ankara: Anı.
  • Dilek, D. (2001). Tarih derslerinde öğrenme ve düşünce gelişimi. Ankara: Pegem.
  • Drake, F. D., & Nelson, L. R. (2005). Engagement in teaching history: Theory and practices for middle and secondary teachers. Pearson: Merril Prentice Hall.
  • Epstein, T.L. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61(1), 28-31.
  • Farmer, A., & Heeley, A. (2004). Moving between fantasy and reality: sustained, shared thinking about the past. In H. Cooper (Eds.), Exploring time and place through play. (pp:60-72). Great Britain: David Fulton.
  • Foreman, N., Boyd-Davis, S., Moar, M., Korallo, L., & Chappell, E. (2008). Can virtual environments enhance the learning of historical chronology? Instructional Science, 36(2), 155-173.
  • Friedman, W. J., & Kemp, S. (1998). The effects of elapsed time and retrieval on young children’s judgments of the temporal distances of past events. Cognitive Development, 13, 335–367.
  • Friedman, W. J. (2000). The development of children's knowledge of the times of future events. Child Development, 71(4), 913-932.
  • Galán, J. G. (2016). Learning historical and chronological time practical applications. European Journal of Science and Theology, 12(1), 5-16.
  • Garcia, J., & Michaelis, J. U. (2001). Social studies for children: A Guide to basic instruction. Boston: Allyn and Bacon.
  • Güven, İ. (Ed.). (2014). Tarih öğretimi kuram ve uygulama. Ankara: Pegem.
  • Haith, M. M., Benson, J. B., Roberts, R. R., & Pennington, B. F. (Eds.). (1994). The development of future-oriented processes. Chicago: University of Chicago.
  • Hodkinson, A. (1995). Historical time and the national curriculum. Teaching History, 79, 18-20.
  • Hodkinson, A. (2003). History howlers: amusing anecdotes or symptoms of the difficulties children have in the retention of historical knowledge. Some observations based on recent research, Research in Education, 70, 21–36.
  • Hodkinson, A. (2003). Primary children's developing conceptions of historical time: Analysing approaches to teaching and learning. Doctoral Dissertation, University of Lancester, Lancester.
  • Hodkinson, A. (2004) ‘The social context and the assimilation of historical concepts: An indicator of academic performance or an unreliable metric?’ Research in Education, 71, 50–66.
  • Hoodless, P. (Ed.). (1998). History and English in the primary school. London: Routledge.
  • Hoodless, P. A. (2002). An investigation into children's developing awareness of time and chronology in story. Journal of Curriculum Studies, 34(2), 173-200.
  • Jarvis, W. E. (1992). Modern time capsules: Symbolic repositories of civilization. Libraries & Culture, 27(3), 279-295.
  • Johada, G. (1963). Children’s concept of time and history. Educational Review, 15, 87-104.
  • Kabapınar, Y., & İncegül, S. (2016). Değişim ve süreklilik bağlamında oyun ve oyuncağa bakmak: bir sözlü tarih çalışması. Turkish History Education Journal, 5(1), 74-96.
  • Levstik, L.S., & Pappas, C. (1992). New directions for studying historical understanding. Theory and Research in Social Education, 20, 369-85.
  • Levstik, L. S., & Barton, K. C. (1994). They still use some of their past’: historical salience in elementary children's chronological thinking. Retrieved from https://files. eric. ed.gov/fulltext/ED382492.pdf.
  • Levstik, L. S., & Barton, K. C. (1996). ‘They still use some of their past’: historical salience in elementary children's chronological thinking. Journal of curriculum studies, 28(5), 531-576.
  • Levstik, L.S., & Barton, K.C. (1997). Doing history. New Jersey: Lawrence Erlbaum Associates.
  • Lippitz, W. (1983). The child’s understanding of time. Phenomenology+Pedagogy, 1(2), 172–180.
  • Lomas, T. (1993). Teaching and assessing historical understanding. London: Historical Association.
  • Marancı, Ş. (2017). Fotoğraflarla 7. sınıf öğrencilerinin tarihsel zaman algısı. (Yüksek lisans tezi). Kafkas Üniversitesi Sosyal Bilimler Enstitüsü, Kars.
  • Martin, G. (2013). Authentic engagement with the discipline: Historical understandings in the Australian curriculum: History. Education and Society, 31(2), 5-23.
  • Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30(3), 221-241.
  • Maxim, G. W. (1997). Time capsules: Tools of the classroom historian. The Social Studies, 88(5), 227-232.
  • Milli Eğitim Bakanlığı (2018). Sosyal bilgiler öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/201812103847686SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf sayfasından erişilmiştir.
  • NCSS (2018). National curriculum standards for social studies: Chapter 2—The themes of social studies. Retreived from https://www.socialstudies.org/.
  • Nelson, M. R. (1987). Children and social studies. Creative teaching in the elementary classroom. Orlando: Harcourt Brace Jovanovich Collage.
  • Öztürk, C. (Ed.). (2012). Sosyal bilgiler öğretimi. Demokratik vatandaşlık eğitimi. Ankara: Pegem.
  • Prickette, K. R. (2001). Planning curriculum in social studies. Retrieved from https://files.eric.ed.gov/fulltext/ED464882.pdf.
  • Rowell, C. G., Hickey, M. G., Gecsei, K., & Klein, S. (2007). A school-wide effort for learning history via a time capsule. Social Education, 71(5), 261-267.
  • Safran, M., & Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi. Elementary Education Online, 5(2), 87-109.
  • Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. Retrieved from http://www.histoirereperes.ca/sites/default/ files/files/docs/Framework_EN.pdf.
  • Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 109-117). Vancouver: Pacific Educational.
  • Seixas, P., & Morton, T. (2012). The big 6: Historical thinking concepts. Toronto, ON, Canada: Nelson.
  • Silverman, J. L. (1996). The development in children of future time perspective (Doctoral dissertation). Retrieved from https://scholarworks. umass. edu/cgi/viewcontent. cgi?article=2233&context=dissertations_1.
  • Stow, W., & Haydn, T. (2000). İssues in the teaching of chronology. In J. Artur & R. Philips (Eds.), İssues in history teaching. (pp: 83-97). London: Routledge.
  • Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi ve öğretimi. (Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Tay, B. (2007). Sosyal bilgiler öğretimi kapsamında ilköğretim öğrencilerinde nedensellik kavramının gelişimi. (Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Thornton, S.J., & Vukelich, R. (1988). The effects of children’s understanding of time concepts on historical understanding. Theory and Research in Social Education, 16(1), 69–82.
  • Turner-Bisset, R. (2005). Creative teaching history in the primary classroom. Great Britain: David Fulton.
  • UCLA History (2018). Historical thinking standards. Retreived from https://phi. history. ucla. edu/nchs/standards-grades-k-4/historical-thinking-standards/.
  • Vella, Y. (2011). The gradual transformation of historical situations: understanding 'change and continuity' through colours and timelines. Teaching History, 144, 16-23.
  • West, J. (1981). Time charts. Education 3-13, 10(1), 48-50.
  • Whitrow, G. J. (1988). Time in history: The evolution of our general awareness of time and temporal perspective. Oxford: Oxford University.
  • Williams, S. (2016). Teaching History: Effective Teaching for Learning History-Chronological vs. Thematic Approaches to Student Historical Comprehension. Master of Education Program Theses. Retrieved fromPhttps://digitalcollections.dordt.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1104&context=med_theses.
  • Wilschut, A. (2012). Images of time: The role of an historical consciousness of time in learning history. Charlotte NC: Information Age.
  • Wood, S. (1995). Devoloping an understanding of time sequencing issues. Teaching History, 79, 11-14.

Year 2021, Volume 22, Issue 1, 161 - 196, 30.04.2021
https://doi.org/10.17679/inuefd.794637

Abstract

References

  • Barton, K. C., & Levstik L.S. (1996). ‘Back when God was around and everything’: Elementary children’s understanding of historical time. American Educational Research Journal, 33(2), 419–454.
  • Barton, K. C. (2001). A sociocultural perspective on children’s understanding of historical change: Comparative findings from Northern Ireland and the United States. American Educational Research Journal, 38(4), 881-913.
  • Barton, K. C. (2002). " Oh, That's a tricky piece!": Children, mediated action, and the tools of historical time. The Elementary School Journal, 103(2), 161-185.
  • Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calender time for young children good intentions gone awry. Young Children, 13, 12-16.
  • Booth, M. (1993). Students’ historical thinking in the national history curriculum in England. Theory and Research in Social Education, 2(1), 105-27.
  • Booth, M. (1994). Cognition in history, Educational Psychologist, 29(2), 61–9.
  • Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and instruction focusing on time‐related competences in children. Educational Studies, 35(5), 481-492.
  • Chapman, T. (1993). Teaching chronology through time lines. Teaching History, 73, 25-29.
  • Cooper, H. (2001). The teaching of history in primary schools. London: David Fulton.
  • Cooper, H. (Ed.). (2004). Exploring time and place through play. Lodon: David Fulton.
  • Cooper, H. (2012). History 5-11: A guide for teachers. London: Routledge.
  • Counsell, C. (2011). What do we want students to do with historical change and continuity? In I. Davies (Eds.), Debates in history teaching (pp. 109-123). London: Routledge.
  • Crowther, E. M. (1982). Understanding of the concept of change among children and young adolescents. Educational Rewiev. 34(3), 279-284.
  • Çelikkaya, T., & Kürümlüoğlu, M. (2019). Ortaokul öğrencilerinin kronoloji becerilerinin saptanmasına yönelik bir çalışma. Turkish History Education Journal, 8(1), 150-173.
  • De Groot-Reuvekamp, M. J., Van Boxtel, C., Ros, A., & Harnett, P. (2014). The understanding of historical time in the primary history curriculum in England and the Netherlands. Journal of Curriculum Studies, 46(4), 487-514.
  • Demircioğlu, İ. H. (2005). Sekizinci sınıf öğrencilerinin tarih öğretiminde kullanılan zaman ve kronolojiyle ilgili bazı kavramları anlama düzeyi. Eurasıan Journal of Educational Research, 19, 155-163.
  • Demircioğlu, İ.H. (2009). Zaman ve mekâna ilişkin becerilerin öğretimi. C. Öztürk (Ed.), Hayat bilgisi ve sosyal bilgiler öğretimi demokratik vatandaşlık eğitimi içinde (s. 187-224). Ankara: Pegem.
  • Demircioğlu, İ. H. (2014). Tarih öğretiminde öğrenci merkezli yaklaşımlar. Ankara: Anı.
  • Dilek, D. (2001). Tarih derslerinde öğrenme ve düşünce gelişimi. Ankara: Pegem.
  • Drake, F. D., & Nelson, L. R. (2005). Engagement in teaching history: Theory and practices for middle and secondary teachers. Pearson: Merril Prentice Hall.
  • Epstein, T.L. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61(1), 28-31.
  • Farmer, A., & Heeley, A. (2004). Moving between fantasy and reality: sustained, shared thinking about the past. In H. Cooper (Eds.), Exploring time and place through play. (pp:60-72). Great Britain: David Fulton.
  • Foreman, N., Boyd-Davis, S., Moar, M., Korallo, L., & Chappell, E. (2008). Can virtual environments enhance the learning of historical chronology? Instructional Science, 36(2), 155-173.
  • Friedman, W. J., & Kemp, S. (1998). The effects of elapsed time and retrieval on young children’s judgments of the temporal distances of past events. Cognitive Development, 13, 335–367.
  • Friedman, W. J. (2000). The development of children's knowledge of the times of future events. Child Development, 71(4), 913-932.
  • Galán, J. G. (2016). Learning historical and chronological time practical applications. European Journal of Science and Theology, 12(1), 5-16.
  • Garcia, J., & Michaelis, J. U. (2001). Social studies for children: A Guide to basic instruction. Boston: Allyn and Bacon.
  • Güven, İ. (Ed.). (2014). Tarih öğretimi kuram ve uygulama. Ankara: Pegem.
  • Haith, M. M., Benson, J. B., Roberts, R. R., & Pennington, B. F. (Eds.). (1994). The development of future-oriented processes. Chicago: University of Chicago.
  • Hodkinson, A. (1995). Historical time and the national curriculum. Teaching History, 79, 18-20.
  • Hodkinson, A. (2003). History howlers: amusing anecdotes or symptoms of the difficulties children have in the retention of historical knowledge. Some observations based on recent research, Research in Education, 70, 21–36.
  • Hodkinson, A. (2003). Primary children's developing conceptions of historical time: Analysing approaches to teaching and learning. Doctoral Dissertation, University of Lancester, Lancester.
  • Hodkinson, A. (2004) ‘The social context and the assimilation of historical concepts: An indicator of academic performance or an unreliable metric?’ Research in Education, 71, 50–66.
  • Hoodless, P. (Ed.). (1998). History and English in the primary school. London: Routledge.
  • Hoodless, P. A. (2002). An investigation into children's developing awareness of time and chronology in story. Journal of Curriculum Studies, 34(2), 173-200.
  • Jarvis, W. E. (1992). Modern time capsules: Symbolic repositories of civilization. Libraries & Culture, 27(3), 279-295.
  • Johada, G. (1963). Children’s concept of time and history. Educational Review, 15, 87-104.
  • Kabapınar, Y., & İncegül, S. (2016). Değişim ve süreklilik bağlamında oyun ve oyuncağa bakmak: bir sözlü tarih çalışması. Turkish History Education Journal, 5(1), 74-96.
  • Levstik, L.S., & Pappas, C. (1992). New directions for studying historical understanding. Theory and Research in Social Education, 20, 369-85.
  • Levstik, L. S., & Barton, K. C. (1994). They still use some of their past’: historical salience in elementary children's chronological thinking. Retrieved from https://files. eric. ed.gov/fulltext/ED382492.pdf.
  • Levstik, L. S., & Barton, K. C. (1996). ‘They still use some of their past’: historical salience in elementary children's chronological thinking. Journal of curriculum studies, 28(5), 531-576.
  • Levstik, L.S., & Barton, K.C. (1997). Doing history. New Jersey: Lawrence Erlbaum Associates.
  • Lippitz, W. (1983). The child’s understanding of time. Phenomenology+Pedagogy, 1(2), 172–180.
  • Lomas, T. (1993). Teaching and assessing historical understanding. London: Historical Association.
  • Marancı, Ş. (2017). Fotoğraflarla 7. sınıf öğrencilerinin tarihsel zaman algısı. (Yüksek lisans tezi). Kafkas Üniversitesi Sosyal Bilimler Enstitüsü, Kars.
  • Martin, G. (2013). Authentic engagement with the discipline: Historical understandings in the Australian curriculum: History. Education and Society, 31(2), 5-23.
  • Masterman, E., & Rogers, Y. (2002). A framework for designing interactive multimedia to scaffold young children's understanding of historical chronology. Instructional Science, 30(3), 221-241.
  • Maxim, G. W. (1997). Time capsules: Tools of the classroom historian. The Social Studies, 88(5), 227-232.
  • Milli Eğitim Bakanlığı (2018). Sosyal bilgiler öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/201812103847686SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf sayfasından erişilmiştir.
  • NCSS (2018). National curriculum standards for social studies: Chapter 2—The themes of social studies. Retreived from https://www.socialstudies.org/.
  • Nelson, M. R. (1987). Children and social studies. Creative teaching in the elementary classroom. Orlando: Harcourt Brace Jovanovich Collage.
  • Öztürk, C. (Ed.). (2012). Sosyal bilgiler öğretimi. Demokratik vatandaşlık eğitimi. Ankara: Pegem.
  • Prickette, K. R. (2001). Planning curriculum in social studies. Retrieved from https://files.eric.ed.gov/fulltext/ED464882.pdf.
  • Rowell, C. G., Hickey, M. G., Gecsei, K., & Klein, S. (2007). A school-wide effort for learning history via a time capsule. Social Education, 71(5), 261-267.
  • Safran, M., & Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi. Elementary Education Online, 5(2), 87-109.
  • Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. Retrieved from http://www.histoirereperes.ca/sites/default/ files/files/docs/Framework_EN.pdf.
  • Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 109-117). Vancouver: Pacific Educational.
  • Seixas, P., & Morton, T. (2012). The big 6: Historical thinking concepts. Toronto, ON, Canada: Nelson.
  • Silverman, J. L. (1996). The development in children of future time perspective (Doctoral dissertation). Retrieved from https://scholarworks. umass. edu/cgi/viewcontent. cgi?article=2233&context=dissertations_1.
  • Stow, W., & Haydn, T. (2000). İssues in the teaching of chronology. In J. Artur & R. Philips (Eds.), İssues in history teaching. (pp: 83-97). London: Routledge.
  • Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi ve öğretimi. (Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Tay, B. (2007). Sosyal bilgiler öğretimi kapsamında ilköğretim öğrencilerinde nedensellik kavramının gelişimi. (Doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Thornton, S.J., & Vukelich, R. (1988). The effects of children’s understanding of time concepts on historical understanding. Theory and Research in Social Education, 16(1), 69–82.
  • Turner-Bisset, R. (2005). Creative teaching history in the primary classroom. Great Britain: David Fulton.
  • UCLA History (2018). Historical thinking standards. Retreived from https://phi. history. ucla. edu/nchs/standards-grades-k-4/historical-thinking-standards/.
  • Vella, Y. (2011). The gradual transformation of historical situations: understanding 'change and continuity' through colours and timelines. Teaching History, 144, 16-23.
  • West, J. (1981). Time charts. Education 3-13, 10(1), 48-50.
  • Whitrow, G. J. (1988). Time in history: The evolution of our general awareness of time and temporal perspective. Oxford: Oxford University.
  • Williams, S. (2016). Teaching History: Effective Teaching for Learning History-Chronological vs. Thematic Approaches to Student Historical Comprehension. Master of Education Program Theses. Retrieved fromPhttps://digitalcollections.dordt.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1104&context=med_theses.
  • Wilschut, A. (2012). Images of time: The role of an historical consciousness of time in learning history. Charlotte NC: Information Age.
  • Wood, S. (1995). Devoloping an understanding of time sequencing issues. Teaching History, 79, 11-14.

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Burcu SEL (Primary Author)
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0002-7663-0434
Türkiye


Mehmet Akif SÖZER
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0002-1291-4067
Türkiye

Publication Date April 30, 2021
Published in Issue Year 2021, Volume 22, Issue 1

Cite

Bibtex @review { inuefd794637, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {Inonu University}, year = {2021}, volume = {22}, pages = {161 - 196}, doi = {10.17679/inuefd.794637}, title = {Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış}, key = {cite}, author = {Sel, Burcu and Sözer, Mehmet Akif} }
APA Sel, B. & Sözer, M. A. (2021). Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış . İnönü Üniversitesi Eğitim Fakültesi Dergisi , 22 (1) , 161-196 . DOI: 10.17679/inuefd.794637
MLA Sel, B. , Sözer, M. A. "Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış" . İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 (2021 ): 161-196 <https://dergipark.org.tr/en/pub/inuefd/issue/61234/794637>
Chicago Sel, B. , Sözer, M. A. "Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış". İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 (2021 ): 161-196
RIS TY - JOUR T1 - Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış AU - Burcu Sel , Mehmet Akif Sözer Y1 - 2021 PY - 2021 N1 - doi: 10.17679/inuefd.794637 DO - 10.17679/inuefd.794637 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 161 EP - 196 VL - 22 IS - 1 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.794637 UR - https://doi.org/10.17679/inuefd.794637 Y2 - 2021 ER -
EndNote %0 Inonu University Journal of the Faculty of Education Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış %A Burcu Sel , Mehmet Akif Sözer %T Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış %D 2021 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 22 %N 1 %R doi: 10.17679/inuefd.794637 %U 10.17679/inuefd.794637
ISNAD Sel, Burcu , Sözer, Mehmet Akif . "Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış". İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 / 1 (April 2021): 161-196 . https://doi.org/10.17679/inuefd.794637
AMA Sel B. , Sözer M. A. Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış. INUJFE. 2021; 22(1): 161-196.
Vancouver Sel B. , Sözer M. A. Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2021; 22(1): 161-196.
IEEE B. Sel and M. A. Sözer , "Sosyal Bilgiler Dersinde Zamana İlişkin Becerilerin Öğretimine Dair Kuramsal Bir Bakış", İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 1, pp. 161-196, Apr. 2021, doi:10.17679/inuefd.794637

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