BibTex RIS Kaynak Göster

Using Controversial Issues In History Lessons: Views Of Turkish History Teachers

Yıl 2016, Cilt: 24 Sayı: 1, 147 - 162, 15.07.2016

Öz

The purpose of this paper is to determine the views of Turkish history teachers about teaching controversial issues. A qualitative approach was used in this study in order to gather data in response to the research questions, and the information itself was secured through a semi-structured interview. 20 history teachers who joined this study were chosen from the province of Trabzon through purposive sampling. In the light of the data, it seems that history teachers do not teach controversial issues; nor do they have either the education or skills to teach controversial issues in their history courses

Kaynakça

  • Bell, J., (1997). Doing Your Research Project, Buckingham, Open University Press.
  • Byford, J., Lennon, S. and Russell, W. S., (2009). Teaching controversial issues in the social studi- es: A research study of high school teachers. Clearing House 82(4): 165 170.
  • Cohen, L. and Manion, L., (1997). Research Methods in Education, London, Routledge.
  • Collins Cobuild., (1997). English Dictionary, London, Harper Collins Publishers.
  • Çiçek, R., (2011). Tarih Öğretiminde Tartışmalı Konular ve Öğretimi, IV. Sosyal Bilimler Eğitimi Kongresi Bildiri Kitabı, İstanbul, Eflatun Matbaası.
  • Davies, I., Gregory, I. and Riley, S., (1999). Good Citizenship and Educational Provision, London, Falmer Press.
  • Demircioğlu, İ. H., (2001). Does the teaching of history need reform in Turkey. International Journal of Historical Learning, Teaching and Research 2 (December): 1-5.
  • Demircioğlu, İ. H., (2008). Türkiye’de Tarih Eğitiminin Tarihi, Türkiye Araştırmaları Literatür Der- gisi, sayı 12, ss. 431-450.
  • Demircioğlu, İ. H., (2010). Tarih Öğretiminde Öğrenci Merkezli Yaklaşımlar, Ankara, Anı Yayıncılık.
  • Drever, E., (1997). Using Semi-structured Interview in Small Scale Research, Edinburgh, The Scot- tish Council for Research in Education.
  • Ersoy, A. F., (2010). Social studies teacher candidates’ views on the controversial issues incoorpera- ted into their courses in Turkey., Teaching and Teacher Education 26: 323-334.
  • Glesne, C. and Peshkin, A. (1992). Becoming Qualitative Researchers, London, Longman.
  • Harber, C. and Serf, J., (2006). Teacher education for a democratic society in England and South Africa. Teaching and Teacher Education 22(8): 986-997.
  • Hess, D. E., (2002). Discussing controversial public issues in secondary social studies classrooms: learning from skilled teachers. Theory and Research in Social Education 30(1): 10-41.
  • Hess, D., (2008). Controversial issues and democratic discourse. In L. S. Lestvik and C. A. Tyson (Eds.), Handbook of Research on Social Studies Education (pp. 124-136), New York, Routledge.
  • Ho, L. C., Alviar-Martin, T. and Leviste, E. (in press). “There is space and there are limits”: The Kafkaesque challenge of teaching controversial topics in Singapore, Teachers College Record.
  • Lincoln, Y. S., and Guba, E.G. (1985). Naturalistic Inquiry, Beverly Hills, Sage Publication.
  • McCully, A., (2005). Teaching controversial issues in a divided society: learning from Northern Ireland. Prospero 11(4): 38-46.
  • MEB., (2007). Ortaöğretim 9. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • MEB., (2008). Ortaöğretim 10. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • MEB., (2009). Ortaöğretim 11. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • Miles, M. B. and Huberman, A. M., (1994). Qualitative Data Analysis, Thousand Oaks, Sage Publications.
  • Misco, T. and Patterson, C., (2007). A study of pre-service teachers’ conceptualization of academic freedom and controversial issues. Theory and Research in Social Education 35(4): 520-550.
  • Oxfam., (2006). Teaching Controversial Issues. Online
  • http://www.oxfam.org.uk/~/media/Files/Education/Teacher%20Support/Free%20Guides/teac- hing_controversial_issues.ashx, retrieved July 25, 2012.
  • Stratling, R., (2001). Teaching 20th Century European History, Strousbourg, Council of Europe.
  • The Historical Association., (2013). Teaching emotive and controversial history 3-19. Online http:// www.coe.int/t/dg4/education/pestalozzi/Source/Documentation/Workshops2011/Outcomes/ CoE%202011%200228-0304%20UK13.pdf (retrieved September 25, 2012).
  • Yılmaz, K., (2012). Tartışmalı ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9, 18, ss. 201-225.
  • Wasserman, J., Francis, D. and Ndou, L., (2008). The teaching of controversial isues in social scien- ce education. Journal of Educational Studies 6(4): 37-57.
  • Wasserman, J., (2011). Learning about controversial issues in school history: the experiences of learners in KwaZulu-Natal Schools. Journal of Natal and Zulu 29: 1-28.
  • Wellington, J., (2006). Secondary Education: The Key Concepts, New York, Routledge.

USING CONTROVERSIAL ISSUES IN HISTORY LESSONS: VIEWS OF TURKISH HISTORY TEACHERS

Yıl 2016, Cilt: 24 Sayı: 1, 147 - 162, 15.07.2016

Öz

Bu çalışmanın amacı Türk tarih öğretmenlerinin tarih öğretiminde tartışmalı
konuların öğretimine yönelik görüşlerini ortaya koymaktır. Çalışmayla ilgili olarak
belirlenen soruların cevaplarını bulmak için veriler nitel bir anlayışla elde edilmiştir.
Araştırmada veri toplama aracı olarak yarı yapılandırılmış mülakat kullanılmıştır.
Çalışmaya amaçlı örneklem yoluyla seçilen ve Trabzon’da görev yapan 20 tarih
öğretmeni katılmıştır. Elde edilen verilere dayalı olarak çalışmaya katılan tarih
öğretmenlerinin tartışmalı konuların öğretimine yönelik eğitim ve becerilerinin
olmadığı anlaşılmaktadır. Buna ilaveten, ortaya çıkan bir diğer sonuç ise bu
öğretmenlerin derslerinde tartışmalı konuları öğretmedikleridir.

Kaynakça

  • Bell, J., (1997). Doing Your Research Project, Buckingham, Open University Press.
  • Byford, J., Lennon, S. and Russell, W. S., (2009). Teaching controversial issues in the social studi- es: A research study of high school teachers. Clearing House 82(4): 165 170.
  • Cohen, L. and Manion, L., (1997). Research Methods in Education, London, Routledge.
  • Collins Cobuild., (1997). English Dictionary, London, Harper Collins Publishers.
  • Çiçek, R., (2011). Tarih Öğretiminde Tartışmalı Konular ve Öğretimi, IV. Sosyal Bilimler Eğitimi Kongresi Bildiri Kitabı, İstanbul, Eflatun Matbaası.
  • Davies, I., Gregory, I. and Riley, S., (1999). Good Citizenship and Educational Provision, London, Falmer Press.
  • Demircioğlu, İ. H., (2001). Does the teaching of history need reform in Turkey. International Journal of Historical Learning, Teaching and Research 2 (December): 1-5.
  • Demircioğlu, İ. H., (2008). Türkiye’de Tarih Eğitiminin Tarihi, Türkiye Araştırmaları Literatür Der- gisi, sayı 12, ss. 431-450.
  • Demircioğlu, İ. H., (2010). Tarih Öğretiminde Öğrenci Merkezli Yaklaşımlar, Ankara, Anı Yayıncılık.
  • Drever, E., (1997). Using Semi-structured Interview in Small Scale Research, Edinburgh, The Scot- tish Council for Research in Education.
  • Ersoy, A. F., (2010). Social studies teacher candidates’ views on the controversial issues incoorpera- ted into their courses in Turkey., Teaching and Teacher Education 26: 323-334.
  • Glesne, C. and Peshkin, A. (1992). Becoming Qualitative Researchers, London, Longman.
  • Harber, C. and Serf, J., (2006). Teacher education for a democratic society in England and South Africa. Teaching and Teacher Education 22(8): 986-997.
  • Hess, D. E., (2002). Discussing controversial public issues in secondary social studies classrooms: learning from skilled teachers. Theory and Research in Social Education 30(1): 10-41.
  • Hess, D., (2008). Controversial issues and democratic discourse. In L. S. Lestvik and C. A. Tyson (Eds.), Handbook of Research on Social Studies Education (pp. 124-136), New York, Routledge.
  • Ho, L. C., Alviar-Martin, T. and Leviste, E. (in press). “There is space and there are limits”: The Kafkaesque challenge of teaching controversial topics in Singapore, Teachers College Record.
  • Lincoln, Y. S., and Guba, E.G. (1985). Naturalistic Inquiry, Beverly Hills, Sage Publication.
  • McCully, A., (2005). Teaching controversial issues in a divided society: learning from Northern Ireland. Prospero 11(4): 38-46.
  • MEB., (2007). Ortaöğretim 9. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • MEB., (2008). Ortaöğretim 10. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • MEB., (2009). Ortaöğretim 11. Sınıf Tarih Dersi Programı, Ankara, MEB Yayınları.
  • Miles, M. B. and Huberman, A. M., (1994). Qualitative Data Analysis, Thousand Oaks, Sage Publications.
  • Misco, T. and Patterson, C., (2007). A study of pre-service teachers’ conceptualization of academic freedom and controversial issues. Theory and Research in Social Education 35(4): 520-550.
  • Oxfam., (2006). Teaching Controversial Issues. Online
  • http://www.oxfam.org.uk/~/media/Files/Education/Teacher%20Support/Free%20Guides/teac- hing_controversial_issues.ashx, retrieved July 25, 2012.
  • Stratling, R., (2001). Teaching 20th Century European History, Strousbourg, Council of Europe.
  • The Historical Association., (2013). Teaching emotive and controversial history 3-19. Online http:// www.coe.int/t/dg4/education/pestalozzi/Source/Documentation/Workshops2011/Outcomes/ CoE%202011%200228-0304%20UK13.pdf (retrieved September 25, 2012).
  • Yılmaz, K., (2012). Tartışmalı ve Tabu Konuların İncelenmesi: Sosyal Bilgiler Öğretmenlerinin Görüşleri, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9, 18, ss. 201-225.
  • Wasserman, J., Francis, D. and Ndou, L., (2008). The teaching of controversial isues in social scien- ce education. Journal of Educational Studies 6(4): 37-57.
  • Wasserman, J., (2011). Learning about controversial issues in school history: the experiences of learners in KwaZulu-Natal Schools. Journal of Natal and Zulu 29: 1-28.
  • Wellington, J., (2006). Secondary Education: The Key Concepts, New York, Routledge.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA42TC42UD
Bölüm Derleme Makale
Yazarlar

İsmail Hakkı Demircioğlu Bu kişi benim

Yayımlanma Tarihi 15 Temmuz 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 24 Sayı: 1

Kaynak Göster

APA Demircioğlu, İ. H. (2016). Using Controversial Issues In History Lessons: Views Of Turkish History Teachers. Kastamonu Education Journal, 24(1), 147-162.