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Year 2014, Volume: 4 Issue: 1, 7 - 23, 01.04.2014

Özgür Aktaş

Abstract

The purpose of this study to investigate the importance of the topics of modern world historydependıng on the views of university students. The method of this research is a qualitative survey. Thedesign of the research is a case study. Case studies could be carried out through both quantitative andqualitative approach. The course book of Modern Turkish and World History was examined and theunits were determined. The issues given in the units were classified under some certain headingsthematically Depending on the findings of the research, it was found that 46.4% of the studentsattending to the department of history regarded that wars are the most important events. It was foundthat second important event 11.6% thought it was global problems, 1929 World Economic Crisis andother crisis were selected at least important events.

Keywords

History education historical importance student modern world history.

References

  • Barton, K. C. (2005). “Best Not to Forget Them”: Secondary Students’ Judgements of Historical Significance in Northern Ireland. Theory and Reserach in Social Education, 33 (1), 9-44.
  • Barton K C and Levstik L. S (2008) It Wasn’t a Good Part of History, National Idendity and Students’ Explanations of Historical Significance. Researching in History Education, New York: Routledge, 240-2
  • Hobsbawn, E. (1999). Tarih Üzerine, Çev. Osman Akınhay, Ankara: Bilim ve Sanat Yayınları.
  • James H.L ve Diğerleri (2009). Representing World History in the 21st Century: The Impact of 9/11, the Iraq War, and the Nation-State on Dynamics of Collective Remembering. Journal of Cross-Cultural Psychology, 40 (4). http ://jcc.sagepub.com at Victoria Univ of Wellington on July 11, 2009.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi, 14. Baskı. Ankara: Nobel Yayınları.
  • Komisyon. (2012). Çağdaş Türk ve Dünya Tarihi Dersi Öğretim Programı. Ankara: Milli Eğitim Bakanlığı. Okur Y. ve Diğerleri (2010). Çağdaş Türk ve Dünya Tarihi. Ankara: MEB Yayınları.
  • Levstik, L.S. (1997-1998). Early Adolescents’ Understanding of the Historical Significance of Women Rights. International Journal Of Social Education, 12 (2), 19-26.
  • Levstik, L. (2008). Articulating the Silences, Teachers’ and Adolescents’ Conceptions of Historical Significance. Researching History Education, 273-292, New York and London: Routledge. Levstik, L. (2008). What Makes the Past Worth Knowing. Researching History Education, New York and London: Routledge, 228-240.
  • Levstik, L. and Barton K. C. (2008). Doing History, Third Edition, New York and London: Routledge.
  • Liu ve Diğerleri (2009). Representing World History in the 21st Century. Journal of Cross-Cultural Psycholgy , 40 (4), 667-692. Downlanded from http://jcc.sagepub.com at Victoria univ of Wellington on july 11, 2009.
  • Sexias, Peter (1994). Students’ Understanding of Historical Significance. Theory and Research in Social Education, Vol. XXII (3), 281-304.
  • Terzian, S. G. (2007). That’s When We Became a Nation, Urban Latino Adolsecents and the Designation of Historical Significance. Urban Education, 42 (1), 52-81.
  • Wallece M (2000). Integrating United States and World History in the High School Curriculum: The Trials and Tribulations of a Good Idea. The History Teacher, 33 (4), 483-494. http:// www.jstor.org.stable/494944 27/07/ 2010 21:59
  • Yeager E. A., Foster J.F., Greer J (2002). How Eight Graders in England and the United States View Historical Significance. The Elementary School Journal, 103 (2), 199-219.
  • Yıldırım, A ve Şimşek, H. (2006). Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayıncılık.

Üniversite Öğrencilerinin Görüşlerine Göre Çağdaş Dünya Tarihi Konularının Tarihsel Önemi

Year 2014, Volume: 4 Issue: 1, 7 - 23, 01.04.2014

Özgür Aktaş

Abstract

Bu çalışmanın amacı üniversite öğrencilerinin görüşlerine göre çağdaş dünya tarihi konularının tarihselönemini önemi ortaya koymaktır. Çalışma nitel bir araştırmadır. Araştırma yöntemi olarak ise durum çalışması deseni kullanılmıştır. Araştırmada Ortaöğretim Çağdaş Türk ve Dünya Tarihi ders kitabı incelenmiş tarihsel olaylar dokuz kategoride toplanmıştır. Öğrencilere bu kategorilerden hangisinin en önemli olduğu şeklinde bir açık uçlu soru sorulmuştur. Öğrencilerin verdikleri cevaplar frekans ve yüzde olarak değerlendirilmiştir. Öğrencilerin cevaplarının daha iyi anlaşılabilmesi için öğrencilerin verdikleri cevaplardan örnekler sunulmuştur. Çalışmanın sonuçlarına bakıldığında en fazla öğrenci (%46) tarihsel öneme sahip olarak savaşlar kategorisini tercih etmiştir. Öğrenciler önem bakımından ikinci sıradaysa küresel sorunlar konusunu tercih etmiştir. 1929 Dünya ekonomik krizi ve diğer krizler ise en az oranda tercih edilmiştir.

Keywords

Tarih eğitimi tarihsel önem öğrenci çağ daş dünya tarihi

References

  • Barton, K. C. (2005). “Best Not to Forget Them”: Secondary Students’ Judgements of Historical Significance in Northern Ireland. Theory and Reserach in Social Education, 33 (1), 9-44.
  • Barton K C and Levstik L. S (2008) It Wasn’t a Good Part of History, National Idendity and Students’ Explanations of Historical Significance. Researching in History Education, New York: Routledge, 240-2
  • Hobsbawn, E. (1999). Tarih Üzerine, Çev. Osman Akınhay, Ankara: Bilim ve Sanat Yayınları.
  • James H.L ve Diğerleri (2009). Representing World History in the 21st Century: The Impact of 9/11, the Iraq War, and the Nation-State on Dynamics of Collective Remembering. Journal of Cross-Cultural Psychology, 40 (4). http ://jcc.sagepub.com at Victoria Univ of Wellington on July 11, 2009.
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi, 14. Baskı. Ankara: Nobel Yayınları.
  • Komisyon. (2012). Çağdaş Türk ve Dünya Tarihi Dersi Öğretim Programı. Ankara: Milli Eğitim Bakanlığı. Okur Y. ve Diğerleri (2010). Çağdaş Türk ve Dünya Tarihi. Ankara: MEB Yayınları.
  • Levstik, L.S. (1997-1998). Early Adolescents’ Understanding of the Historical Significance of Women Rights. International Journal Of Social Education, 12 (2), 19-26.
  • Levstik, L. (2008). Articulating the Silences, Teachers’ and Adolescents’ Conceptions of Historical Significance. Researching History Education, 273-292, New York and London: Routledge. Levstik, L. (2008). What Makes the Past Worth Knowing. Researching History Education, New York and London: Routledge, 228-240.
  • Levstik, L. and Barton K. C. (2008). Doing History, Third Edition, New York and London: Routledge.
  • Liu ve Diğerleri (2009). Representing World History in the 21st Century. Journal of Cross-Cultural Psycholgy , 40 (4), 667-692. Downlanded from http://jcc.sagepub.com at Victoria univ of Wellington on july 11, 2009.
  • Sexias, Peter (1994). Students’ Understanding of Historical Significance. Theory and Research in Social Education, Vol. XXII (3), 281-304.
  • Terzian, S. G. (2007). That’s When We Became a Nation, Urban Latino Adolsecents and the Designation of Historical Significance. Urban Education, 42 (1), 52-81.
  • Wallece M (2000). Integrating United States and World History in the High School Curriculum: The Trials and Tribulations of a Good Idea. The History Teacher, 33 (4), 483-494. http:// www.jstor.org.stable/494944 27/07/ 2010 21:59
  • Yeager E. A., Foster J.F., Greer J (2002). How Eight Graders in England and the United States View Historical Significance. The Elementary School Journal, 103 (2), 199-219.
  • Yıldırım, A ve Şimşek, H. (2006). Nitel Araştırma Yöntemleri, Ankara: Seçkin Yayıncılık.
There are 15 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Özgür Aktaş This is me

Publication Date April 1, 2014
Published in Issue Year 2014 Volume: 4 Issue: 1

Cite

APA Aktaş, Ö. (2014). Üniversite Öğrencilerinin Görüşlerine Göre Çağdaş Dünya Tarihi Konularının Tarihsel Önemi. Sakarya University Journal of Education, 4(1), 7-23. https://doi.org/10.19126/suje.63367

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