Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi

Erkan Dinç; Servet Üztemur

doi:10.18039/ajesi.454643

Araştırma Makalesi

Adapting Historical Perspective Taking Instrument into Turkish and Investigating History and Social Studies Student Teachers’ Historical Perspective Taking Skills

Yıl 2018, Cilt: 8 Sayı: 2, 441 - 481, 20.08.2018

Erkan Dinç , Servet Üztemur

https://doi.org/10.18039/ajesi.454643

Cited By: 4

Öz

This study aims to adapt historical perspective taking
(HPT) instrument into Turkish and then to examine history and social studies
student teachers’ HPT skills. Adapting a
cross-sectional survey model the current study employs 386 history and social
studies student teacher attending to related educational programmes at Gazi,
Necmettin Erbakan and Uşak universities in the spring term of 2017-2018
academic year. The study sample was chosen in accordance with random sampling
technique. In order to test the structural validity of the HPT Instrument
confimatory factor analyses were conducted. Besides, descriptive statistics,
t-tests, Brown-Forsythe ve Welch
Statistics and One-way Anova were conducted. The research findings
reveal that the Turkish version of the HPT instrument is valid and reliable
which has a coherent and compatible structure with its original version. The
findings also indicate that although there
are some differences amongst the groups in regard with several variables,
students teachers have sufficient HPT skills. Bearing on this result, the
current study discusses the place and importance of measuring HPT skills within
the Turkish context.

Anahtar Kelimeler

Historical perspective taking, history education, scale measurement, historical contextualisation, confirmatory factor analysis

Kaynakça

Achinstein, B., & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education, 45, 45–58. doi:10.1016/j.tate.2014.09.002.
Ashby, R., & Lee, P. (1987). Children's concepts of empathy and understanding in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 62−88). London: The Falmer Press.
Bain, R., & Mirel, J. (2006). Setting up camp at the great instructional divide educating beginning history teachers. Journal of Teacher Education, 57, 212–219. doi:10.1177/0022487105285892.
Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching & Learning, 7, 131–142. doi:10.1386/ctl.7.2.131_1.
Barton, K. C. (2008). Research on students’ ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 239–258). New York, NY: Routledge.
Barton, K. C. (1996). Narrative simplifications in elementary students' historical thinking. Advances in Research on Teaching, 6, 51−83.
Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah: Erlbaum.
Bermúdez, A., & Jaramillo, R. (2001). Development of historical explanation in children, adolescents and adults. In A. Dickinson, P.
Gordon, & P. Lee (Eds.), Raising standards in history education, vol. 3. (pp. 146−167). London: Woburn Press.
Berti, A. E., Baldin, I., & Toneatti, L. (2009). Empathy in history. Understanding a past institution (ordeal) in children and young adults when description and rationale are provided. Contemporary Educational Psychology, 34(4), 278–288.
Beyer, B. K. (2008). How to teach thinking skills in social studies and history. The Social Studies, 99, 196–201. doi:10.3200/TSSS.99.5.196-201.
Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, 25–31. doi:10.1016/S0010-0277(00)00096-2.
Breakstone, J. (2014). Try, try, try again: The process of designing new history assessments. Theory & Research in Social Education, 42, 453–485. doi:10.1080/00933104.2014.965860.
Brooks, S. (2011). Historical empathy as perspective recognition and care in one secondary social studies classroom. Theory & Research in Social Education, 39, 166–202. doi:10.1080/00933104.2011.10473452
Brophy, J., & VanSledright, B. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press.
Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (15. baskı). Ankara: Pegem Yayınları.
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. (17. Baskı). Ankara: Pegema Yayıncılık.
Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (3. Baskı). Ankara: Pegem Akademi.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika. 16, 297-334.
Cronbach, L. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64, 391-418.
Cronbach, L. J. & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302.
Cunningham, D. L. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41, 679–709. doi:10.1080/00220270902947376.
Çelik, H. E. ve Yılmaz, V. (2013). Yapısal eşitlik modellemesi temel kavramlar uygulamalar programlama. Ankara: Anı Yayıncılık.
Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Çok değişkenli istatistik SPSS ve LISREL uygulamaları. (Üçüncü baskı). Ankara: Pegem Akademi Yayınları.
Davis Jr, O. L., Yeager, E. A., & Foster, S. J. (Ed) (2001). Historical Empathy and Perspective Taking in the Social Studies. Lanham, Maryland, USA: Rowman & Littlefield Publisher Inc.
Dawson, I. (2009). What time does that tune start? From thinking about “sense of period” to modelling history at key stage 3. Teaching History, 135, 50–57.
De Keyser, R., & Vandepitte, P. (Eds.). (1998). Historical formation. Design of vision. Brussels, Belgium: Flemish Board for Catholic Secondary Education.
Den Heyer, K. (2003). Between every “now” and “then”: A role for the study of historical agency in history and citizenship education. Theory & Research in Social Education, 31, 411–434. doi:10.1080/00933104.2003.10473232
Dilek, D. (2007). Tarih derslerinde öğrenme ve düşünce gelişimi. (3. Basım). Ankara: Nobel Kitap.
Endacott, J. L., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research & Practice, 8, 41–58.
Field, A. (2009). Discovering Statistics Using SPSS. (3 Edition). London: Sage Publications.
Fordham, M. (2013). O brave new world, without those levels in’t: where now for key stage 3 assessment in history? Teaching history. The Historical Association Curriculum Supplement, 153(1), 16–23.
Foster, S., & Yeager, E. A. (2001). The role of empathy in the development of historical understanding. In O. L. Davis, E. A. Yeager, & S. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 13–21). Oxford: Rowman and Littlefield.
Foster, S., Ashby, R., & Lee, P. (2008). Usable historical pasts: A study of students’ frameworks of the past. Swindon: ESRC.
Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate in education. (6. Edition). New York: McGraw-Hill.
Grant, S., & Gradwell, J. (2010). Teaching with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman and Littlefield.
Hambleton, R.K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking: A standardized measure for an aspect of students’ historical thinking. Learning and Individual Differences, 18(2), 264–270.
Havekes, H., Coppen, P. A., Luttenberg, J., & Van Boxtel, C. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Huijgen, T., Grift, W., van Boxtel, C., & Holthuis, P. (2018): Promoting historical contextualization: the development and testing of a pedagogy. Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1435724
Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2014). Testing elementary and secondary school students’ ability to perform historical perspective taking: The constructing of valid and reliable measure instruments. European Journal of Psychology of Education, 29, 653–672. doi:10.1007/s10212-014-0219-4
Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2017). Toward historical perspective taking: Students’ reasoning when contextualizing the actions of people in the Past. Theory & Research in Social Education, 45, 110–144. doi:10.1080/00933104.2016.1208597
Karabağ, G. (2015). Kuramdan uygulamaya tarihsel empati. Y., Kabapınar (Ed.), Empatiyle gelişmek empatiyi geliştirmek: Çocuk ve empati içinde (ss. 508-564). Ankara: Pegem Akademi.
Kayış, A. (2010). Güvenilirlik analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli istatistik teknikleri içinde (ss. 404-421). Ankara: Asil Yayın Dağıtım.
Kitson, A., Husbands, C., & Steward, S. (2011). Teaching and learning history 11–18: Understanding the past. Maidenhead, UK: Open University Press.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3. edition). New York/London: The Guilford Press.
Kohlmeier, J. (2006). “Couldn’t she just leave?”: The relationship between consistently using class discussions and the development of historical empathy in a 9th grade world history course. Theory & Research in Social Education, 34, 34–57. doi:10.1080/00933104.2006.10473297.
Lee, P. (2005). Putting principles into practice. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 31–78). Washington, DC: The National Academies Press.
Lee, P. (1978). Explanation and understanding. In A. K. Dickinson & P. J. Lee (Eds.), History teaching and historical understanding (pp. 72–93). London, UK: Heinemann Educational Books.
Lee, P., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, E. A. Yeager, & S. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Oxford: Rowman and Littlefield.
Levstik, L. S. (2001). Crossing the empty spaces: New Zealand adolescents’ understanding of perspective-taking and historical significance. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 69– 96). New York, NY: Rowman & Littlefield.
Nilsen, A. P. (2016) Navigating Windows Into Past Human Minds: A framework of shifting selves in historical perspective taking, Journal of The Learning Sciences, 25, 3, 372-410, DOI: 10.1080/10508406.2016.1160830.
Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015–1038.
Pendry, A., & Husbands, C. (2000). Research and practice in history teacher education. Cambridge Journal of Education, 30, 321–334. doi:10.1080/03797720600625275.
Perfetti, C., Britt, M., & Georgi, M. (1995). Text-based learning and reasoning: Studies in history. Hillsdale: Erlbaum.
Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365–395. doi:10.1080/07370008 .1993.9649030.
Reich, G. A. (2009). Testing historical knowledge: Standards, multiple-choice questions and student reasoning. Theory & Research in Social Education, 37, 325–360. doi:10.1080/00933104.2009.10473401
Reisman, A., & Wineburg, S. S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99, 202–207. doi:10.3200/tsss.99.5.202-207.
Riley, K. (1998). Historical empathy and the Holocaust: Theory into practice. International Journal of Social Education, 13(1), 32–42.
Rothstein, R. (2004). We are not ready to assess history performance. The Journal of American History, 90, 1381–1391. doi:10.2307/3660358
Rüsen, J. (2004). How to overcome ethnocentrism: Approaches to a culture of recognition by history in the twenty first century. History and Theory, 43, 118–129. doi:10.1111/j.1468-2303.2004.00301.x
Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge.
Seixas, P. (2015). Translation and its discontents: Key concepts in English and German history education. Journal of Curriculum Studies, 48, 427–439. doi:10.1080/00220272.2015.1101618
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. Olsen, & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching and schooling (pp. 765−783). Oxford UK: Blackwell.
Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, ON: Nelson Education.
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, BC: Pacific Educational Press.
Shemilt, D. (1983). The devil’s locomotive. History and Theory, 22, 1–18. doi:10.2307/2505213
Shemilt, D. (2009). Drinking an ocean and pissing a cupful: How adolescents make sense of history. In L. Symcox & A. Wilschut (Eds.), National history standards: The problem of the canon and the future of teaching history (pp. 141–209). Charlotte, NC: Information Age Publishing.
Smith, E. E., & Kosslyn, S. M. (2006). Cognitive psychology: Mind and brain. Upper Saddle River, NJ: Prentice Hall.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson Education, Inc.
Van Boxtel, C., & Van Drie, J. (2013). Historical reasoning in the classroom: What does it look like and how can we enhance it?. Teaching History, 150, 44.
Van Boxtel, C., & Van Drie, J. (2012). “That’s in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30, 113–145. doi:10.1080/07370008.2012.661813
Van Boxtel, C., & Van Drie, J. (2004). Historical reasoning: a comparison of how experts and novices contextualize historical sources. International Journal of Historical Learning, Teaching and Research, 4(2), 89–97.
Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87–110.
VanSledright, B. (2013). Assessing historical thinking and understanding. Innovative designs for new standards. New York: Taylor & Francis
VanSledright, B. A. (2011). The challenge of rethinking history education: On practices, theories, and policy. New York, NY: Routledge.
VanSledright, B. A. (2001). From empathic regard to self-understanding: Im/Positionality, empathy, and historical contextualization. In O. L. Davis, E. A. Yeager Jr., & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 51−68). Lanham, MD: Rowman & Littlefield.
VanSledright, B., & Afflerbach, P. (2000). Reconstructing Andrew Jackson: prospective elementary teachers’ readings of revisionist history texts. Theory and Research in Social Education, 28(3), 411–444.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theoryof- mind development: The truth about false belief. Child Development, 72, 655–684. doi:10.1111/1467-8624.00304
Wilschut, A. (2012). Images of time: The role of a historical consciousness of time in learning history. Charlotte, NC: Information Age.
Wineburg, S. S. (2001). Historical thinking and other unnatural acts. Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
Wineburg, S. S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319–346. doi:10.1207/s15516709cog2203_3
Wooden, J. (2008). ‘I had always heard Lincoln was a good person, but’. A study of sixth graders’ reading of Lincoln’s views on Black–White relations. The Social Studies, 99(1), 23–31.
Yılmaz, K. ve Koca, F. (2012). Tarihsel empati üzerine nitel bir araştırma: tarih öğretmenlerinin algı, görüş ve deneyimlerinin incelenmesi. Gaziantep University Journal of Social Sciences, 11(3), 855-879.

Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi

Yıl 2018, Cilt: 8 Sayı: 2, 441 - 481, 20.08.2018

Erkan Dinç , Servet Üztemur

https://doi.org/10.18039/ajesi.454643

Cited By: 4

Öz

Bu araştırmanın amacı tarihsel bakış
açısı edinme ölçeğini Türkçeye uyarlayarak tarih ve sosyal bilgiler öğretmen
adaylarının tarihsel bakış açısı edinme becerilerini incelemektir. Kesitsel
tarama modeline göre desenlenen araştırmanın çalışma grubunu 2017-2018 öğretim
yılında Gazi, Necmettin Erbakan ve Uşak üniversitelerinin çeşitli pogramlarında
öğrenim gören ve tesadüfi örnekleme yöntemiyle seçilmiş 386 tarih ve sosyal
bilgiler öğretmen adayı oluşturmaktadır. Tarihsel bakış açısı edinme ölçeğinin
Türkçe sürümünün yapı geçerliliği belirlemek için doğrulayıcı faktör analizi
yapılmıştır. Verilerin analizinde betimsel istatistikler, t-testi, Brown-Forsythe ve Welch istatistikleri ve tek
yönlü varyans analizinden faydalanılmıştır. Araştırma bulguları tarihsel bakış
açısı edinme ölçeğinin Türkçe sürümünün orijinal ölçeğin yapısıyla uyumlu bir
şekilde geçerli ve güvenilir bir yapıda olduğunu göstermiştir. Yapılan
incelemeler ayrıca bazı değişkenler açısından gruplar arasında çeşitli
farklılıklar olsa da tarih ve sosyal bilgiler öğretmen adaylarının tarihsel
bakış açısı edinme becerlerinin yeterli düzeyde olduğunu göstermiştir.
Çalışmanın son kısmında bu sonuçlardan hareketle tarihsel bakış açısı edinme
becerilerinin ölçülmesinin Türkiye bağlamındaki yer ve önemi tartışılmıştır.

Anahtar Kelimeler

Tarihsel bakış açısı edinme, tarih eğitimi, ölçek uyarlama, tarihsel bağlamsallaştırma, doğrulayıcı faktör analizi

Kaynakça

Achinstein, B., & Fogo, B. (2015). Mentoring novices’ teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice. Teaching and Teacher Education, 45, 45–58. doi:10.1016/j.tate.2014.09.002.
Ashby, R., & Lee, P. (1987). Children's concepts of empathy and understanding in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 62−88). London: The Falmer Press.
Bain, R., & Mirel, J. (2006). Setting up camp at the great instructional divide educating beginning history teachers. Journal of Teacher Education, 57, 212–219. doi:10.1177/0022487105285892.
Barton, K. C. (2012). Agency, choice and historical action: How history teaching can help students think about democratic decision making. Citizenship Teaching & Learning, 7, 131–142. doi:10.1386/ctl.7.2.131_1.
Barton, K. C. (2008). Research on students’ ideas about history. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 239–258). New York, NY: Routledge.
Barton, K. C. (1996). Narrative simplifications in elementary students' historical thinking. Advances in Research on Teaching, 6, 51−83.
Barton, K., & Levstik, L. (2004). Teaching history for the common good. Mahwah: Erlbaum.
Bermúdez, A., & Jaramillo, R. (2001). Development of historical explanation in children, adolescents and adults. In A. Dickinson, P.
Gordon, & P. Lee (Eds.), Raising standards in history education, vol. 3. (pp. 146−167). London: Woburn Press.
Berti, A. E., Baldin, I., & Toneatti, L. (2009). Empathy in history. Understanding a past institution (ordeal) in children and young adults when description and rationale are provided. Contemporary Educational Psychology, 34(4), 278–288.
Beyer, B. K. (2008). How to teach thinking skills in social studies and history. The Social Studies, 99, 196–201. doi:10.3200/TSSS.99.5.196-201.
Bloom, P., & German, T. P. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 77, 25–31. doi:10.1016/S0010-0277(00)00096-2.
Breakstone, J. (2014). Try, try, try again: The process of designing new history assessments. Theory & Research in Social Education, 42, 453–485. doi:10.1080/00933104.2014.965860.
Brooks, S. (2011). Historical empathy as perspective recognition and care in one secondary social studies classroom. Theory & Research in Social Education, 39, 166–202. doi:10.1080/00933104.2011.10473452
Brophy, J., & VanSledright, B. (1997). Teaching and learning history in elementary schools. New York: Teachers College Press.
Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (15. baskı). Ankara: Pegem Yayınları.
Büyüköztürk, Ş., Çakmak, E., Akgün, Ö., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel Araştırma Yöntemleri. (17. Baskı). Ankara: Pegema Yayıncılık.
Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (3. Baskı). Ankara: Pegem Akademi.
Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98–104.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika. 16, 297-334.
Cronbach, L. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64, 391-418.
Cronbach, L. J. & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281-302.
Cunningham, D. L. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41, 679–709. doi:10.1080/00220270902947376.
Çelik, H. E. ve Yılmaz, V. (2013). Yapısal eşitlik modellemesi temel kavramlar uygulamalar programlama. Ankara: Anı Yayıncılık.
Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Çok değişkenli istatistik SPSS ve LISREL uygulamaları. (Üçüncü baskı). Ankara: Pegem Akademi Yayınları.
Davis Jr, O. L., Yeager, E. A., & Foster, S. J. (Ed) (2001). Historical Empathy and Perspective Taking in the Social Studies. Lanham, Maryland, USA: Rowman & Littlefield Publisher Inc.
Dawson, I. (2009). What time does that tune start? From thinking about “sense of period” to modelling history at key stage 3. Teaching History, 135, 50–57.
De Keyser, R., & Vandepitte, P. (Eds.). (1998). Historical formation. Design of vision. Brussels, Belgium: Flemish Board for Catholic Secondary Education.
Den Heyer, K. (2003). Between every “now” and “then”: A role for the study of historical agency in history and citizenship education. Theory & Research in Social Education, 31, 411–434. doi:10.1080/00933104.2003.10473232
Dilek, D. (2007). Tarih derslerinde öğrenme ve düşünce gelişimi. (3. Basım). Ankara: Nobel Kitap.
Endacott, J. L., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research & Practice, 8, 41–58.
Field, A. (2009). Discovering Statistics Using SPSS. (3 Edition). London: Sage Publications.
Fordham, M. (2013). O brave new world, without those levels in’t: where now for key stage 3 assessment in history? Teaching history. The Historical Association Curriculum Supplement, 153(1), 16–23.
Foster, S., & Yeager, E. A. (2001). The role of empathy in the development of historical understanding. In O. L. Davis, E. A. Yeager, & S. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 13–21). Oxford: Rowman and Littlefield.
Foster, S., Ashby, R., & Lee, P. (2008). Usable historical pasts: A study of students’ frameworks of the past. Swindon: ESRC.
Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate in education. (6. Edition). New York: McGraw-Hill.
Grant, S., & Gradwell, J. (2010). Teaching with big ideas: Cases of ambitious teaching. Lanham, MD: Rowman and Littlefield.
Hambleton, R.K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
Hartmann, U., & Hasselhorn, M. (2008). Historical perspective taking: A standardized measure for an aspect of students’ historical thinking. Learning and Individual Differences, 18(2), 264–270.
Havekes, H., Coppen, P. A., Luttenberg, J., & Van Boxtel, C. (2012). Knowing and doing history: A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 11.
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
Huijgen, T., Grift, W., van Boxtel, C., & Holthuis, P. (2018): Promoting historical contextualization: the development and testing of a pedagogy. Journal of Curriculum Studies, DOI: 10.1080/00220272.2018.1435724
Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2014). Testing elementary and secondary school students’ ability to perform historical perspective taking: The constructing of valid and reliable measure instruments. European Journal of Psychology of Education, 29, 653–672. doi:10.1007/s10212-014-0219-4
Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2017). Toward historical perspective taking: Students’ reasoning when contextualizing the actions of people in the Past. Theory & Research in Social Education, 45, 110–144. doi:10.1080/00933104.2016.1208597
Karabağ, G. (2015). Kuramdan uygulamaya tarihsel empati. Y., Kabapınar (Ed.), Empatiyle gelişmek empatiyi geliştirmek: Çocuk ve empati içinde (ss. 508-564). Ankara: Pegem Akademi.
Kayış, A. (2010). Güvenilirlik analizi. Ş. Kalaycı (Ed.), SPSS uygulamalı çok değişkenli istatistik teknikleri içinde (ss. 404-421). Ankara: Asil Yayın Dağıtım.
Kitson, A., Husbands, C., & Steward, S. (2011). Teaching and learning history 11–18: Understanding the past. Maidenhead, UK: Open University Press.
Kline, R. B. (2011). Principles and practice of structural equation modeling (3. edition). New York/London: The Guilford Press.
Kohlmeier, J. (2006). “Couldn’t she just leave?”: The relationship between consistently using class discussions and the development of historical empathy in a 9th grade world history course. Theory & Research in Social Education, 34, 34–57. doi:10.1080/00933104.2006.10473297.
Lee, P. (2005). Putting principles into practice. In M. S. Donovan & J. D. Bransford (Eds.), How students learn: History, mathematics, and science in the classroom (pp. 31–78). Washington, DC: The National Academies Press.
Lee, P. (1978). Explanation and understanding. In A. K. Dickinson & P. J. Lee (Eds.), History teaching and historical understanding (pp. 72–93). London, UK: Heinemann Educational Books.
Lee, P., & Ashby, R. (2001). Empathy, perspective taking, and rational understanding. In O. L. Davis, E. A. Yeager, & S. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 21–50). Oxford: Rowman and Littlefield.
Levstik, L. S. (2001). Crossing the empty spaces: New Zealand adolescents’ understanding of perspective-taking and historical significance. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 69– 96). New York, NY: Rowman & Littlefield.
Nilsen, A. P. (2016) Navigating Windows Into Past Human Minds: A framework of shifting selves in historical perspective taking, Journal of The Learning Sciences, 25, 3, 372-410, DOI: 10.1080/10508406.2016.1160830.
Peck, C., & Seixas, P. (2008). Benchmarks of historical thinking: First steps. Canadian Journal of Education, 31, 1015–1038.
Pendry, A., & Husbands, C. (2000). Research and practice in history teacher education. Cambridge Journal of Education, 30, 321–334. doi:10.1080/03797720600625275.
Perfetti, C., Britt, M., & Georgi, M. (1995). Text-based learning and reasoning: Studies in history. Hillsdale: Erlbaum.
Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press.
Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and Instruction, 11, 365–395. doi:10.1080/07370008 .1993.9649030.
Reich, G. A. (2009). Testing historical knowledge: Standards, multiple-choice questions and student reasoning. Theory & Research in Social Education, 37, 325–360. doi:10.1080/00933104.2009.10473401
Reisman, A., & Wineburg, S. S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99, 202–207. doi:10.3200/tsss.99.5.202-207.
Riley, K. (1998). Historical empathy and the Holocaust: Theory into practice. International Journal of Social Education, 13(1), 32–42.
Rothstein, R. (2004). We are not ready to assess history performance. The Journal of American History, 90, 1381–1391. doi:10.2307/3660358
Rüsen, J. (2004). How to overcome ethnocentrism: Approaches to a culture of recognition by history in the twenty first century. History and Theory, 43, 118–129. doi:10.1111/j.1468-2303.2004.00301.x
Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge.
Seixas, P. (2015). Translation and its discontents: Key concepts in English and German history education. Journal of Curriculum Studies, 48, 427–439. doi:10.1080/00220272.2015.1101618
Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. Olsen, & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching and schooling (pp. 765−783). Oxford UK: Blackwell.
Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto, ON: Nelson Education.
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, BC: Pacific Educational Press.
Shemilt, D. (1983). The devil’s locomotive. History and Theory, 22, 1–18. doi:10.2307/2505213
Shemilt, D. (2009). Drinking an ocean and pissing a cupful: How adolescents make sense of history. In L. Symcox & A. Wilschut (Eds.), National history standards: The problem of the canon and the future of teaching history (pp. 141–209). Charlotte, NC: Information Age Publishing.
Smith, E. E., & Kosslyn, S. M. (2006). Cognitive psychology: Mind and brain. Upper Saddle River, NJ: Prentice Hall.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson Education, Inc.
Van Boxtel, C., & Van Drie, J. (2013). Historical reasoning in the classroom: What does it look like and how can we enhance it?. Teaching History, 150, 44.
Van Boxtel, C., & Van Drie, J. (2012). “That’s in the time of the Romans!” Knowledge and strategies students use to contextualize historical images and documents. Cognition and Instruction, 30, 113–145. doi:10.1080/07370008.2012.661813
Van Boxtel, C., & Van Drie, J. (2004). Historical reasoning: a comparison of how experts and novices contextualize historical sources. International Journal of Historical Learning, Teaching and Research, 4(2), 89–97.
Van Drie, J., & Van Boxtel, C. (2008). Historical reasoning: towards a framework for analyzing students’ reasoning about the past. Educational Psychology Review, 20(2), 87–110.
VanSledright, B. (2013). Assessing historical thinking and understanding. Innovative designs for new standards. New York: Taylor & Francis
VanSledright, B. A. (2011). The challenge of rethinking history education: On practices, theories, and policy. New York, NY: Routledge.
VanSledright, B. A. (2001). From empathic regard to self-understanding: Im/Positionality, empathy, and historical contextualization. In O. L. Davis, E. A. Yeager Jr., & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 51−68). Lanham, MD: Rowman & Littlefield.
VanSledright, B., & Afflerbach, P. (2000). Reconstructing Andrew Jackson: prospective elementary teachers’ readings of revisionist history texts. Theory and Research in Social Education, 28(3), 411–444.
Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theoryof- mind development: The truth about false belief. Child Development, 72, 655–684. doi:10.1111/1467-8624.00304
Wilschut, A. (2012). Images of time: The role of a historical consciousness of time in learning history. Charlotte, NC: Information Age.
Wineburg, S. S. (2001). Historical thinking and other unnatural acts. Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
Wineburg, S. S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319–346. doi:10.1207/s15516709cog2203_3
Wooden, J. (2008). ‘I had always heard Lincoln was a good person, but’. A study of sixth graders’ reading of Lincoln’s views on Black–White relations. The Social Studies, 99(1), 23–31.
Yılmaz, K. ve Koca, F. (2012). Tarihsel empati üzerine nitel bir araştırma: tarih öğretmenlerinin algı, görüş ve deneyimlerinin incelenmesi. Gaziantep University Journal of Social Sciences, 11(3), 855-879.

Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makalesi
Yazarlar	Erkan Dinç Servet Üztemur
Yayımlanma Tarihi	20 Ağustos 2018
Gönderilme Tarihi	18 Haziran 2018
Yayımlandığı Sayı	Yıl 2018 Cilt: 8 Sayı: 2

Kaynak Göster

APA	Dinç, E., & Üztemur, S. (2018). Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi. Anadolu Journal of Educational Sciences International, 8(2), 441-481. https://doi.org/10.18039/ajesi.454643
AMA	Dinç E, Üztemur S. Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi. AJESI. Ağustos 2018;8(2):441-481. doi:10.18039/ajesi.454643
Chicago	Dinç, Erkan, ve Servet Üztemur. “Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması Ve Tarih Ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi”. Anadolu Journal of Educational Sciences International 8, sy. 2 (Ağustos 2018): 441-81. https://doi.org/10.18039/ajesi.454643.
EndNote	Dinç E, Üztemur S (01 Ağustos 2018) Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi. Anadolu Journal of Educational Sciences International 8 2 441–481.
IEEE	E. Dinç ve S. Üztemur, “Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi”, AJESI, c. 8, sy. 2, ss. 441–481, 2018, doi: 10.18039/ajesi.454643.
ISNAD	Dinç, Erkan - Üztemur, Servet. “Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması Ve Tarih Ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi”. Anadolu Journal of Educational Sciences International 8/2 (Ağustos 2018), 441-481. https://doi.org/10.18039/ajesi.454643.
JAMA	Dinç E, Üztemur S. Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi. AJESI. 2018;8:441–481.
MLA	Dinç, Erkan ve Servet Üztemur. “Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması Ve Tarih Ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi”. Anadolu Journal of Educational Sciences International, c. 8, sy. 2, 2018, ss. 441-8, doi:10.18039/ajesi.454643.
Vancouver	Dinç E, Üztemur S. Tarihsel Bakış Açısı Edinme Ölçeğinin Türkçeye Uyarlanması ve Tarih ve Sosyal Bilgiler Öğretmen Adaylarının Tarihsel Bakış Açısı Edinme Becerilerinin İncelenmesi. AJESI. 2018;8(2):441-8.