Research Article
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Change and Continuity Perception Skills in Social Studies Curriculum in Turkey and America within the Scope of Teaching Historical Time

Year 2020, Volume 6, Issue 1, 1 - 19, 30.04.2020
https://doi.org/10.29065/usakead.649688

Abstract

Change and continuity perception skills are among the fundamental skills of historical thinking. It is important to address these skills in terms of the content covered in social studies courses and explore comprehensively with sub-dimensions beyond historical description. The aim of this study is to compare the change and continuity perception skills addressed in social studies curriculum in Turkey and the United States of American within the scope of historical time teaching. A document analysis method was used in the study and the sample consisted of Social Studies Standards of Education Department of the State of Michigan and the Social Studies Curriculum of National Education Ministry of the Republic of Turkey. In analyzing the data, descriptive statistics and content analysis were employed. The results showed that the change and continuity perception skills in both programs are particularly focused on history subjects in 6th and 7th grades. Acquisitions addressing change and continuity perceptions skills were more diverse in the Social Studies Standards of the Michigan State and were addressed in courses including history, geography, individual and society, economics, culture, technology and agriculture. The perception of change and continuity in the social studies curriculum of the Republic of Turkey is addressed with a narrow perspective in topics including history, individual and society, culture and technology. However, when standards and acqusitions of both education programs were analyzed, it was found that the chronological aspect of change and continuity in general and the perception of future are not addressed much and that the change and continuity experienced in a certain field are not associated with different fields enough.

References

  • Alleman, J., & Brophy, J. (2003). History is alive: Teaching young children about changes over time. The Social Studies, 94(3), 107-110.
  • Arıkan, R. (2011). Araştırma yöntem ve teknikleri. Ankara: Nobel.
  • Bage, G. (2000). Thinking history 4-14. Teaching, learning, cirricula and communities. London: Routledge.
  • Bailey, K.D. (1982). Methods of social research. New York: The Free Press.
  • 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.Barton K.C., & Levstik L.S. (2004). Teaching history for the common good. Routledge.
  • Baş, T. (2008). Nitel araştırma yöntemleri Nvivo7.0 ile nitel veri analizi. Ankara: Seçkin.
  • Bilgin, N. (2000). İçerik analizi. İzmir: Ege Üniversitesi Edebiyat Fakültesi.
  • Blow, F. (2011). 'Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and development. Teaching History, 145, 47-55. Bogdan R. C. & Biklen, S. K. (1998). Qualitative research for education. and introduction to theory and methods. Third Edition, MA, Allyn&Bacon: New York
  • Bolay, S., İsen, M., Türköne, M., Cafoğlu, Z., Erdoğan, İ., Kabasakal, Ö. ve Yasa, A. (1996). Türk Eğitim Sistemi – Alternatif Perspektif. Ankara: Türkiye Diyanet Vakfı.Booth, M. (1994). Cognition in history, Educational Psychologist, 29(2), 61–9.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bryman, A. (2004). Social research methods. (8th Ed.). Oxford University Press: New York.
  • California State Board of Education (1988). History-social science framework for California public schools. Sacramento: California State Department of Education.Cooper, H. (2001). The teaching of history in primary schools. London:David Fulton
  • Cooper, H. (2012). History 5-11: A guide for teachers. London: Routledge.
  • 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.
  • 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.Ellis, A. K. (2007). Teaching and learning. Elementary social studies. Boston: Allyn and Bacon.
  • Epstein, T.L. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61(1), 28-31.
  • Erdoğan, İ. (1997). Çağdaş eğitim sistemleri. İstanbul: Sistem.
  • Galán, J. G. (2016). Learning historical and chronological time practical applications. European Journal of Science and Theology, 12(1), 5-16.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technolohy Journal, 29(2), 75-91.
  • Gülay Çifter, B. (2015). Türkiye ve Amerika Birleşik Devletleri 4-5 sınıf sosyal bilgiler öğretim programlarının karşılaştırılması, Yüksek Lisans Tezi, Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü.
  • 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.
  • 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.
  • Hudson, J. A., Shapiro, L. R., & Sosa, B. S. (1995). Planning in the real world: Preschool children’s scripts and plans for familiar events. Child Development, 66, 984–998.Gökçe, O. (2001). İçerik çözümlemesi. Konya: Selçuk Üniversitesi Yaşatma ve Geliştirme.
  • Kiriş Avaroğulları, A. (2014). 9. sınıf tarih dersi öğretim programının yöntemsel kavramlar açısından analizi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(3), 95-109.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.
  • Martin, G. (2013). Authentic engagement with the discipline: Historical understandings in the Australian curriculum: History. Education and Society, 31(2), 5-23.
  • Maxim, G. W. (1997). Time capsules: Tools of the classroom historian. The Social Studies, 88(5), 227-232.MEB (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.
  • MDE (2019). Michigan Departman of Education. Draft Michigan K-12 Standarts Social Studies. Retrieved from https://www.michigan.gov/documents/mde/Draft_Social_Studies_Standards_201903_650081_7.pdf
  • Miles, M. B., & Huberman A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks, CA: Sage.NCSS (2018). National curriculum standards for social studies: Chapter 2—The themes of social studies. Retreived from https://www.socialstudies.org/.Prickette, K. R. (2001). Planning curriculum in social studies. Retrieved from https://files.eric.ed.gov/fulltext/ED464882.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. (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., & 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. Routledge.
  • Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi ve öğretimi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Turner-Bisset, R. (2005). Creative teaching history in the primary classroom. David Fulton.
  • UCLA History (2018). Historical thinking standards. Retreived from https://phi. history. ucla. edu/nchs/standards-grades-k-4/historical-thinking-standards/.O’Hara, L., & O’Hara, M. (2001). Teaching history 3-11: the essential guide. London: Continuum.
  • Waldron, F. (2003). Irish primary children's perceptions of history. Irish Educational Studies, 22(2), 63-89.
  • Wilschut, A. (2012). Images of time: The role of an historical consciousness of time in learning history. Charlotte NC: Information Age.

Year 2020, Volume 6, Issue 1, 1 - 19, 30.04.2020
https://doi.org/10.29065/usakead.649688

Abstract

References

  • Alleman, J., & Brophy, J. (2003). History is alive: Teaching young children about changes over time. The Social Studies, 94(3), 107-110.
  • Arıkan, R. (2011). Araştırma yöntem ve teknikleri. Ankara: Nobel.
  • Bage, G. (2000). Thinking history 4-14. Teaching, learning, cirricula and communities. London: Routledge.
  • Bailey, K.D. (1982). Methods of social research. New York: The Free Press.
  • 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.Barton K.C., & Levstik L.S. (2004). Teaching history for the common good. Routledge.
  • Baş, T. (2008). Nitel araştırma yöntemleri Nvivo7.0 ile nitel veri analizi. Ankara: Seçkin.
  • Bilgin, N. (2000). İçerik analizi. İzmir: Ege Üniversitesi Edebiyat Fakültesi.
  • Blow, F. (2011). 'Everything flows and nothing stays': how students make sense of the historical concepts of change, continuity and development. Teaching History, 145, 47-55. Bogdan R. C. & Biklen, S. K. (1998). Qualitative research for education. and introduction to theory and methods. Third Edition, MA, Allyn&Bacon: New York
  • Bolay, S., İsen, M., Türköne, M., Cafoğlu, Z., Erdoğan, İ., Kabasakal, Ö. ve Yasa, A. (1996). Türk Eğitim Sistemi – Alternatif Perspektif. Ankara: Türkiye Diyanet Vakfı.Booth, M. (1994). Cognition in history, Educational Psychologist, 29(2), 61–9.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • Bryman, A. (2004). Social research methods. (8th Ed.). Oxford University Press: New York.
  • California State Board of Education (1988). History-social science framework for California public schools. Sacramento: California State Department of Education.Cooper, H. (2001). The teaching of history in primary schools. London:David Fulton
  • Cooper, H. (2012). History 5-11: A guide for teachers. London: Routledge.
  • 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.
  • 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.Ellis, A. K. (2007). Teaching and learning. Elementary social studies. Boston: Allyn and Bacon.
  • Epstein, T.L. (1997). Sociocultural approaches to young people's historical understanding. Social Education, 61(1), 28-31.
  • Erdoğan, İ. (1997). Çağdaş eğitim sistemleri. İstanbul: Sistem.
  • Galán, J. G. (2016). Learning historical and chronological time practical applications. European Journal of Science and Theology, 12(1), 5-16.
  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technolohy Journal, 29(2), 75-91.
  • Gülay Çifter, B. (2015). Türkiye ve Amerika Birleşik Devletleri 4-5 sınıf sosyal bilgiler öğretim programlarının karşılaştırılması, Yüksek Lisans Tezi, Celal Bayar Üniversitesi Sosyal Bilimler Enstitüsü.
  • 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.
  • 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.
  • Hudson, J. A., Shapiro, L. R., & Sosa, B. S. (1995). Planning in the real world: Preschool children’s scripts and plans for familiar events. Child Development, 66, 984–998.Gökçe, O. (2001). İçerik çözümlemesi. Konya: Selçuk Üniversitesi Yaşatma ve Geliştirme.
  • Kiriş Avaroğulları, A. (2014). 9. sınıf tarih dersi öğretim programının yöntemsel kavramlar açısından analizi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(3), 95-109.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.
  • Martin, G. (2013). Authentic engagement with the discipline: Historical understandings in the Australian curriculum: History. Education and Society, 31(2), 5-23.
  • Maxim, G. W. (1997). Time capsules: Tools of the classroom historian. The Social Studies, 88(5), 227-232.MEB (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.
  • MDE (2019). Michigan Departman of Education. Draft Michigan K-12 Standarts Social Studies. Retrieved from https://www.michigan.gov/documents/mde/Draft_Social_Studies_Standards_201903_650081_7.pdf
  • Miles, M. B., & Huberman A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks, CA: Sage.NCSS (2018). National curriculum standards for social studies: Chapter 2—The themes of social studies. Retreived from https://www.socialstudies.org/.Prickette, K. R. (2001). Planning curriculum in social studies. Retrieved from https://files.eric.ed.gov/fulltext/ED464882.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. (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., & 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. Routledge.
  • Şimşek, A. (2006). İlköğretim öğrencilerinde tarihsel zaman kavramının gelişimi ve öğretimi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Turner-Bisset, R. (2005). Creative teaching history in the primary classroom. David Fulton.
  • UCLA History (2018). Historical thinking standards. Retreived from https://phi. history. ucla. edu/nchs/standards-grades-k-4/historical-thinking-standards/.O’Hara, L., & O’Hara, M. (2001). Teaching history 3-11: the essential guide. London: Continuum.
  • Waldron, F. (2003). Irish primary children's perceptions of history. Irish Educational Studies, 22(2), 63-89.
  • Wilschut, A. (2012). Images of time: The role of an historical consciousness of time in learning history. Charlotte NC: Information Age.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Makaleler
Authors

Burcu SEL (Primary Author)
0000-0002-7663-0434
Türkiye


Mehmet Akif SÖZER
Gazı University
0000-0002-1291-4067

Publication Date April 30, 2020
Application Date November 21, 2019
Acceptance Date January 6, 2020
Published in Issue Year 2020, Volume 6, Issue 1

Cite

APA Sel, B. & Sözer, M. A. (2020). Change and Continuity Perception Skills in Social Studies Curriculum in Turkey and America within the Scope of Teaching Historical Time . Uşak Üniversitesi Eğitim Araştırmaları Dergisi , 6 (1) , 1-19 . DOI: 10.29065/usakead.649688

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