Examinning the Opinions of Students and Parents on Oral History Studies within the Scope of Life Sciences Lesson

Abstract

This research was conducted to determine the opinions of students and parents about oral history studies by examining journals kept by them within the scope of the primary school 3rd grade life sciences lesson. This research was held through an analytical research model. The data of the study were obtained from 28 journals selected by using criterion sampling method from a total of 34 individual journals, 17 of which were kept by primary school 3rd grade students and 17 belonged to the parents of these students, at a private education institution in the 2017-2018 academic-year. The data obtained were analyzed by content analysis method. In the research, from the journals kept within the scope of oral history studies, it was concluded that the students spend quality time with their family elders, listen to each other, try to understand each other, learn about their lives, compare the past with the present, feel like little historians, feel happy to know their family elders closely, experience empathy with family elders, and they started to comprehend change and continuity. In addition, it has been revealed that oral history improves students' skills such as expressing themselves, communicating, researching, using resources, and increasing their self-confidence and responsibility levels. It is recommended that oral history studies should be used in life sciences lessons due to their contribution to students' learning their backgrounds and improving their skills.

Keywords

• Life sciences
• oral history
• parents
• primary school

Kaynakça

1. Akbaba, B., & Kilcan, B. (2012). Sozlu tarih çalismalarina yonelik tutum olceginin gelistirilmesi: Gecerlik ve guvenirlik calismalari. Pegem Egitim ve Ogretim Dergisi, 2(1), 1-10.
2. Alleman, J., & Brophy, J. (1994). Taking advantage of out of school opportunities for meaninful social studies learning. The Social Studies, 85(6), 262-267.
3. Arslan, Y. (2013). Sozlu tarihin ortaogretim ogrencileri uzerindeki yansimalari. Türk Tarih Eğitimi Dergisi, 2(1), 1-29.
4. Avci-Akcali, A., & Aslan, E. (2012). Tarih ogretiminin iyilestirilmesi yolunda alternatif bir yontem: Sozlu tarih. Kastamonu Egitim Dergisi, 20(2), 669-688.
5. Barnard, D. (2014). Through our eyes: A pastoral care bridge linking the generations. Journal of Religion, Spirituality & Aging, 26(2-3), 122-135.
6. Bertram, C., Wagner, W., & Trautwein, U. (2017). Learning historical thinking with oral history interviews: A cluster randomized controlled intervention study of oral history interviews in history lessons. American Educational Research Journal, 54(3), 444-484.
7. Beldag, A., & Balci, M. (2017). Sosyal bilgiler öğretiminde sözlü tarih yönteminin kullanımı: nitel bir çalışma. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(9), 176-189.
8. Celik, H., Karadeniz, H., & Cabul, E. (2018). Ogrencilerin sosyal bilgiler derslerindeki deneyimleri baglamında degisim ve süreklilige iliskin degerlendirmeleri: Misafirperverlik orneği. Journal of Multidisciplinary Studies in Education, 2(2), 39-57.

9. Danacioglu, E. (2001). Gecmisin izleri: Yanibasimizdaki tarih icin bir kilavuz. Istanbul: Turkiye Ekonomik ve Toplumsal Tarih Vakfi Yayinlari.
10. Dere, I. (2017). Sosyal bilgiler derslerinde bir ogrenme ve ogretme yontemi olarak sozlu tarih (Yayimlanmamis doktora tezi). Usak Universitesi Sosyal Bilimler Enstitusu, Usak.
11. Dere, I., & Kalender, M. (2019). Benim bir tarihim var: Sozlu tarih etkinlikleriyle hayat bilgisi ogretimi. Egitim ve Bilim, 44(200), 153-173. https://doi.org/10.15390/EB.2019.8132
12. Dere, I., & Kizilay, N. (2017). Aile tarihinin arastirilmasinda sozlu tarihin kullanimi: İlkokul ogrencilerinin tecrubeleri. Turkish History Education Journal, 6(2), 294-323.
13. Dere, I. (2019). Viewpoints of social studies teachers about oral history method. Review of International Geographical Education Online (RIGEO), 9(1), 171-192. https://doi.org/10.33403/rigeo.513748
14. Dere, I., & Dinc, E. (2018). Integrating oral history into social studies as a constructivist learning and teaching method. Inonu University Journal of the Faculty of Education, 19(2), 115-127. https://doi.org/10.17679/inuefd.335686
15. Dere, I., & Emeksever, A. (2018). Hayat bilgisi derslerinde sozlu tarihle kulturel mirasın ogretimi. Gelecek Vizyonlar Dergisi, 2(4), 40-47.
16. Dilek, D., & Alabas, R. (2014). Tarihsel imgelem. M. Safran (Ed.), Tarih nasıl ogretilir? Tarih ogretmenleri için ozel ogretim yontemleri (s.125-131). Istanbul: Yeni Insan Yayınevi.
17. Dundar, S. (2017). Preservice elementary school teachers’ opinions related to oral history as a teaching method in social studies. İlköğretim Online, 16(4), 1621-1643. https://doi.org/ 10.17051/ilkonline.2017.342981.
18. Ersoy, A. (2015). Doktora ogrencilerinin ilk nitel arastirma deneyimlerinin gunlukler araciligiyla incelenmesi. Pegem Egitim ve Ogretim Dergisi, 5(5), 549-568. http://dx.doi.org/10.14527/pegegog.2015.030.
19. Foulis, E. (2018). Participatory pedagogy: Oral history in the service-learning classroom. Journal of Higher Education Outreach and Engagement, 22(3), 119-134.
20. Gultekin, M. (2015). Cocuğun yasamindan dunyaya acilan pencere: Hayat bilgisi ogretim programi. M. Gultekin (Ed.), Hayat bilgisi ogretimi. Ankara: Nobel Yayinlari.
21. Holloway, I., & Wheeler, S. (1996). Qualitative research for nurses. Oxford: Blackwell Science.
22. Incegul, S. (2010). Sosyal bilgiler dersinde ornek bir sozlu tarih uygulamasi (Yayimlanmamis yuksek lisans Tezi). Marmara Universitesi Egitim Bilimleri Enstitüsü, Istanbul.
23. Kabapinar, Y., & Koc, M. (2013). Sozlu tarihe iliskin bir uygulama olarak gecmiste ve gunumuzde dugunler: Kucuk tarihciler/ogrenciler tarih yazıyor. Toplumsal Tarih, 236, 64-70.
24. Kabapinar, Y., & Incegul, S. (2016). Degisim ve sureklilik baglaminda oyun ve oyuncaga bakmak: bir sozlu tarih çalismasi. Turkish History Education Journal, 5(1), 74-96.
25. Kaya, M. (2013). Sosyal bilgiler dersinde kullanilabilecek bir ogretim yontemi olarak sozlu tarih: Amac, icerik, uygulama (Yayımlanmamis yuksek lisans tezi). Marmara Universitesi Egitim Bilimleri Enstitusu, Istanbul.
26. Lattimer, H., & Kelly, M. (2013). Engaging Kenyan secondary students in an oral history project: Education as emancipation. International Journal of Educational Development, 33(5), 476-486. doi: http://dx.doi.org/10.1016/j.ijedudev.2012.05.007.
27. McLellan, M. L. (2014). Beyond the transcript: Oral history as pedagogy. In Boyd, D., & Larson, M. (Ed.), Oral History and Digital Humanities: Voice, Access, and Engagement (pp. 99-118). USA: Springer.
28. McMillan, J. H. (2004). Educational research: Fundamentals for the consumer (4th ed.). Boston: Pearson Education, Inc.
29. Miles, M. B., & Huberman, A. M. (2019). Genisletilmis bir kaynak: Nitel veri analizi. (Ceviri Ed.: S. Akbaba-Altun & A. Ersoy). Ankara: Pegem Akademi Yayinlari.
30. Ministry of National Education [MoNE], (2017). Hayat bilgisi dersi ogretim programi. Ankara: Milli Egitim Bakanligi.
31. Ministry of National Education [MoNE], (2018). Hayat bilgisi dersi ogretim programi. Ankara: Milli Egitim Bakanligi.
32. Portelli, A. (2006). Introduction. In B. A. Lanman (Ed.), Preparing the next generation of oral historians: An anthology of oral history education. Lanham, MD: Rowman & Littlefield.
33. Saglam, H. I. (2015). Toplum, birey ve dogaya butuncul bakis: Hayat bilgisi. M. Gultekin (Ed.), Hayat bilgisi ogretimi. Ankara: Nobel Yayinlari.
34. Saglam, H. I., & Sayimli, S. (2018). İlkokul ogrencilerinin sozlu tarihe yonelik tutumlarinin cesitli degiskenler aisindan incelenmesi. Milli Eğitim Dergisi, 219, 89-103.
35. Sari, I. (2007). Sosyal bilgiler ogretiminde sozlu tarih etkinliklerinin ogrenci başari, beceri ve tutumlarina etkisi (Yayimlanmamis doktora tezi). Gazi Universitesi Egitim Bilimleri Enstitusu, Ankara.
36. Sari, I. (2009). Sosyal bilgiler derslerinde zaman becerileri. R. Turan, A. M. Sünbül ve H. Akdağ (Ed.), Sosyal bilgiler ogretiminde yeni yaklasimlar 1. Ankara: Pegem Akademi Yayınları.
37. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. London: Sage.
38. Simsek, A. (2010). Kronoloji ve zaman algisi. M. Safran (Ed.), Tarih nasil ogretilir? İstanbul: Yeni Insan Yayinevi.
39. Tay, B. (2017). Hayat bilgisi: Hayatın bilgisi. B. Tay (Ed.), Etkinlik ornekleriyle hayat bilgisi ogretimi (s. 1-43). Ankara: Pegem Akademi Yayinlari.
40. Thompson, P. (1999). Gecmisin sesi. (Cev.: S. Layikel). Istanbul: Tarih Vakfi Yurt Yayinlari.
41. Yang, S. C., Chen, N. S., & Chen, A. S. (2002). A student-generated web-based oral history project. Journal of Computer Assisted Learning, 18(3), 272-281. https://doi.org/ 10.1046/j.0266-4909.2002.00239.x.
42. Yazici, F., & Mert, G. (2017). Sozlu tarih yonteminin 4. sinif duzeyinde etkililigi. Turkish History Education Journal, 6(2), 324-342.
43. Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yontemleri. (10. Baski). Ankara: Seckin Yayincilik.