Investigation of the Reflections of Affective and Cognitive Learning Activities on Historical Empathy in T.R. Revolution History and Kemalism Teaching

Year 2020, Volume: 9 Issue: 1, 46 - 65, 24.05.2020

Sezgin Elbay

https://doi.org/10.17497/tuhed.641817

Cited By: 1

Abstract

The reflections of affective and cognitive learning activities on historical empathy have not been fully revealed in the T.R. Revolution History and Kemalism teaching. This may cause the potential effects of activities to be unknown. However, in the process of learning and teaching, these activities are employed. In this context, the aim of the research is to examine the reflections of affective and cognitive learning activities on historical empathy. The research was conducted based on the case study approach to qualitative research. Data were collected during the first semester of the 2018/2019 academic year. For this purpose, affective and cognitive learning activities to be used in the course were determined, and then the course was conducted with these activities under the supervision of the researcher. Twenty-two students from a secondary school in a rural area of Sakarya were selected according to the criteria case sampling. In this context, the students who had not previously encountered the affective and cognitive learning activities to be used in the course were included in the research. As data collection tools; field notes, group discussion evaluation form and historical narrative forms were used. Then, the data was analyzed as an inductive. As a result of this analysis, it was determined that affective learning activities, the depiction of love and the fiction of war, and cognitive learning activities, in terms of the historicity of the context, had repercussions. In addition, it can be said that cognitive learning activities have more beneficial results for history teaching. 

Keywords

T.R. Revolution History and Kemalism Teaching, Affective Learning Activities, Cognitive Learning Activities, Qualitative Research, Historical Empathy

T.C. İnkılap Tarihi ve Atatürkçülük Öğretiminde Duyuşsal ve Bilişsel Öğrenme Etkinliklerinin Tarihsel Empatiye Yansımalarının İncelenmesi

Abstract

T.C.
İnkılap Tarihi ve Atatürkçülük öğretiminde, duyuşsal ve bilişsel öğrenme
etkinliklerinin, tarihsel empatiye yönelik yansımaları tam olarak ortaya çıkarılamamıştır.
Bu durum etkinliklerin potansiyel etkilerinin bilinmemesine neden olabilir.
Buna rağmen öğrenme-öğretme sürecinde bu etkinlikler işe koşulmaktadır. Bu
bağlamda araştırmanın amacı, T.C. İnkılap Tarihi ve Atatürkçülük öğretiminde, duyuşsal
ve bilişsel öğrenme etkinliklerinin, tarihsel empatiye yansımalarını
incelemektir. Araştırma, nitel araştırmanın durum çalışma yaklaşımına dayalı
olarak yapılmıştır. Veriler, 2018/2019 eğitim-öğretim yılının, 1.dönemi boyunca
toplanmıştır. Bu amaçla ilk olarak, derste kullanılacak duyuşsal ve bilişsel
öğrenme etkinlikleri belirlenmiş, ardından araştırmacı gözetiminde, bu
etkinliklerle ders işlenmiştir. Sakarya kentinin kırsal bir bölgesindeki bir
ortaokulda öğrenim gören 22 öğrenci, ölçüt durum örneklemesine uygun olarak
seçilmiştir. Bu bağlamda, derste kullanılacak duyuşsal ve bilişsel öğrenme
etkinlikleriyle daha önce karşılaşmayan öğrenciler, araştırmaya dâhil
edilmiştir. Veri toplama araçları
olarak; alan notları, grup tartışma değerlendirme formu ve tarihsel anlatı
formları işe koşulmuştur. Ardından veriler, tümevarımsal olarak analiz
edilmiştir. Bu analiz sonucunda; duyuşsal öğrenme
etkinliklerinin, sevginin betimlenmesi ve savaş kurgusu; bilişsel öğrenme
etkinliklerinin ise, bağlamın tarihselliği bakımından yansımalarının olduğu
belirlenmiştir. Buna ek olarak bilişsel öğrenme etkinliklerinin, tarih öğretimi
açısından daha yararlı sonuçlar doğurduğu söylenebilir.

Keywords

T.C. İnkılap Tarihi ve Atatürkçülük Öğretimi, Duyuşsal Öğrenme Etkinlikleri, , Bilişsel Öğrenme Etkinlikleri, , Nitel Araştırma, , Tarihsel Empati

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