Araştırma Makalesi
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Tarihimizi Anlıyoruz: Sosyal Bilgiler Derslerinde Yerel Tarih ve Sözlü Tarih

Yıl 2020, Cilt: 9 Sayı: 2, 586 - 603, 25.10.2020
https://doi.org/10.17497/tuhed.788446

Öz

Bu çalışmanın temel amacı, sınıf öğretmeni adaylarının (SÖA) sosyal bilgiler dersinde verilen eğitim sonrasında yerel tarih ve sözlü tarihle ilgili yaptıkları çalışmalara yönelik görüşlerinin alınması ve çalışmaların niteliğinin belirlenmesidir. Çalışma grubunu İstanbul ilinde bir devlet üniversitesinin Sınıf Eğitimi Anabilim Dalı’nda üçüncü sınıfta öğrenim görmekte olan 63 SÖA oluşturmaktadır. Nitel araştırma desenlerinden eylem araştırması özelliği taşımakta olan bu çalışmada elde edilen verilerin toplanmasında doküman inceleme ve açık uçlu anket veri toplama aracı olarak kullanılmıştır. Çalışmada SÖA’lara yerel tarih ve sözlü tarihi sosyal bilgiler derslerinde kullanmalarına yönelik bir eğitim verilmiştir. Ardından SÖA’ların yerel tarih ve sözlü tarihe yönelik çalışmalarına sınıf ortamında sergilemeleri istenmiştir. Elde edilen sonuçlar göstermektedir ki, yerel tarih ve sözlü tarihin sosyal bilgiler dersinde yöntem olarak kullanılmasına yönelik verilen eğitim, SÖA’ların bu yöntemleri öğrenmeleri hususunda etkili olmuştur. SÖA’lar öğretilen bu yöntemleri sosyal bilgiler derslerinde kullanma ve bunlara yönelik çalışmalar yapabilme konusunda başarılı olmuşlardır. Ayrıca SÖA’ların çalışmalara yönelik görüşlerine bakıldığında, genelde literatürdekine paralel şekilde olumlu düşünce ve kazanımları olduğu görülmektedir.

Kaynakça

  • Ablak, S., Dikmenli, Y., & Çetin, T. (2014). The awareness levels of the university students about the historical and touristic values of Kırşehir. Uşak University Journal of Social Sciences, 7(2), 171-186.
  • Akbaba, B., & Kılcan, B. (2012). Development of an attitude scale toward oral history: a validity and reliability study. Pegem Journal of Education and Instruction, 2(1), 1-10.
  • Avcı-Akçalı, A., & Aslan, E. (2016). Effect of using local history in history teaching on academic achievement and historical thinking skills. Gazi University Gazi Journal of Education Faculty, 36(2), 375-397.
  • Aktın, K., & Tekir, H. S. (2018). Social studies teacher candidates’ experiences about doing oral history. International Online Journal of Educational Sciences, 10(2), 295-310.
  • 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. doi: 10.3102/0002831217694833.
  • Boyd, D. A., Fernheimer, J. W., & Dixon, R. (2015). Indexing as engaging oral history research: using OHMS to ‘compose history’ in the writing classroom. Oral History Review, 42(2), 352–367. doi:10.1093/ohr/ohv053
  • Crocco, M. S., & Marino, M. P. (2017). Promoting inquiry-oriented teacher preparation in social studies through the use of local history. The Journal of Social Studies Research, 41(1), 1-10.
  • Dere, İ. (2018). Sosyal bilgiler lisans eğitiminde sözlü tarih: Örnek bir uygulama. International Online Journal of Educational Sciences, 10(3), 243-262.
  • Dere, İ., & Kalender, M. (2019). ‘I have a history!’ Life sciences teaching with oral history activities. Education and Science, 44(200), 153-173.
  • Dere, İ., & Kızılay, N. (2017). Usage of oral hıstory in the inquiry of family history: experiences of primary school students. Turkish History Education Journal, 6(2), 294-323.
  • Dilek, G. (2016). A study of oral and local history on sportswomen with 5th grade students. Eurasian Journal of Educational Research, 63, 89-114. doi: 10.14689/ejer.2016.63.6
  • Doğan, Y. (2015). Oral history in social studies teaching outside school. A. Şimşek & S. Kaymakcı (Eds.), in Out-of-school social studies teaching (pp.113-142). Ankara: Pegem.
  • Dündar, Ş. (2017). Preservice elementary school teachers’ opinions related to oral history as a teaching method in social studies. Elementary Education Online, 16(4), 1621-1643. doi: 10.17051/ ilkonline.2017.342981
  • Elliott, J. (1991). Action research for educational change. Philadelphia: Open University.
  • Goald, J. G., & Gradowski, G. (2014). Using online video oral histories to engage students in authentic research. Oral History Review, 41(2), 341–350. doi:10.1093/ ohr/ohu031
  • Harshman, J. (2017). Rethinking place, boundaries, and local history in social studies teacher education. Social studies research and practice, 12(3), 341-353.
  • Ivygina, A., Pupysheva, E., & Mukhametshina, D. (2018). The role of local history texts in implementing the culturological approach to teaching the Russian language: the basic general education level. Journal of Social Studies Education Research, 9(2), 160-171.
  • Jenks, C. E. (2010). Using oral history in the elementary school classroom. Social Studies and the Young Learner, 23(1), 31-32.
  • Kabapınar, Y. (2014). Teaching social studies from theory to practice. Ankara: Pegem.
  • Kabapınar, Y. (2015). Looking at “out-of-school learning” in social studies curriculum: 'Everywhere class for us, everywhere for us learning environment. A. Şimşek & S. Kaymakcı (Eds.), in Out-of-school social studies teaching (pp.113-142). Ankara: Pegem.
  • Kabapınar, Y. ve İncegül, S. (2016). Child games and toys within the framework of change and continuity: an oral history study. Turkish History Education Journal, 5(1), 74-96.
  • Kabapınar, Y. (2018). Young historians write history of Üsküdar, taking documentary: a summary of a local and oral history project. Turkish History Education Journal, 7(2), 532-554.
  • Lanman, B. A. (1987). Oral history as an educational tool for teaching immigration and black history in American high schools: findings and queries. International Journal of Oral History, 8, 122–135.
  • Lee, C. R., & Nasstrom, K. L. (1998). Practice and pedagogy: oral history in the classroom. Oral History Review, 25(1/2), 1–7. doi:10.1093/ohr/25.1.1
  • Marino, P. M. (2012). Urban space as a primary source: local history and historical thinking in New York city. The Social Studies, 103(3), 107-116.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Ministry of National Education (MoNE) (2005). Elementary social studies course curriculum and guide (4th and 5th grades). Ankara: Ministry of National Education.
  • Ministry of National Education (MoNE) (2018). Social studies course curriculum (Primary and Secondary School 4th, 5th, 6 th and 7th grades). Ankara: Ministry of National Education.
  • Öner, G. (2015). Examination of the opinions of social studies teachers about outdoor history teaching. Turkish History Education Journal, 4(1), 89-121.
  • Sağlam, H. İ., & Sayımlı, S. (2018). Investigation of the attidues of primary school students towards oral history in terms of various variabilities. National Education, 219, 90-103.
  • Shopes, L. (2015). After the interview ends: moving oral history out of the archives and into publication. Oral History Review, 42(2), 300–310. doi:10.1093/ohr/ ohv037.
  • Stefaniak, A., Bilewicz, M., & Lewicka, M. (2017). The merits of teaching local history: increased place attachment enhances civic engagement and social trust. Journal of Environmental Psychology, 51, 217-225.
  • Sliwa, M. (2013). Learning to listen: an organizational researcher's reflections on ‘doing oral history’. Management & Organizational History, 8(2), 185-196. doi: 10.1080/ 17449359.2013.778448.
  • Thompson, P. (1978). The voice of the past: oral history. Oxford, UK: Oxford University.
  • Tural, A. (2017). Prospective social studies teachers’ attitude towards oral history studies. Bartın University Journal of Faculty of Education, 6(3), 1409-1419.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yurdugül, H. (2005). Proceeding from XIV. National Educational Sciences Congress: Use of scope validity indexes for scope validity in scale development studies. Denizli: Pamukkale University, Turkey.

Understanding Our History: Local and Oral History in Social Studies Courses

Yıl 2020, Cilt: 9 Sayı: 2, 586 - 603, 25.10.2020
https://doi.org/10.17497/tuhed.788446

Öz

The main aim of this study was to elicit the views of prospective classroom teachers (PCT) about their work on local history and oral history after the education given in the social studies course and to determine the quality of their related work. The study group consisted of 63 PTCs attending the third grade at the Department of Classroom Education of a public university in Istanbul, Turkey. In this study, which has the characteristics of action research, document analysis as a qualitative research patterns and an open-ended survey were used as data collection tools. In the study, the PCTs received education on the use of local history and oral history in social studies courses. Then, they were asked to present their work on local history and oral history in a classroom setting. The results obtained show that the education they had been given was effective in the PCTs’ learning of how to use these methods in the social studies course. The PCTs successfully utilized local history and oral history in the social studies course and were able to present their related work. In addition, when the results related to the views of the PCTs were examined, it was determined that they had positive thoughts and gains, which is consistent with the literature.

Kaynakça

  • Ablak, S., Dikmenli, Y., & Çetin, T. (2014). The awareness levels of the university students about the historical and touristic values of Kırşehir. Uşak University Journal of Social Sciences, 7(2), 171-186.
  • Akbaba, B., & Kılcan, B. (2012). Development of an attitude scale toward oral history: a validity and reliability study. Pegem Journal of Education and Instruction, 2(1), 1-10.
  • Avcı-Akçalı, A., & Aslan, E. (2016). Effect of using local history in history teaching on academic achievement and historical thinking skills. Gazi University Gazi Journal of Education Faculty, 36(2), 375-397.
  • Aktın, K., & Tekir, H. S. (2018). Social studies teacher candidates’ experiences about doing oral history. International Online Journal of Educational Sciences, 10(2), 295-310.
  • 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. doi: 10.3102/0002831217694833.
  • Boyd, D. A., Fernheimer, J. W., & Dixon, R. (2015). Indexing as engaging oral history research: using OHMS to ‘compose history’ in the writing classroom. Oral History Review, 42(2), 352–367. doi:10.1093/ohr/ohv053
  • Crocco, M. S., & Marino, M. P. (2017). Promoting inquiry-oriented teacher preparation in social studies through the use of local history. The Journal of Social Studies Research, 41(1), 1-10.
  • Dere, İ. (2018). Sosyal bilgiler lisans eğitiminde sözlü tarih: Örnek bir uygulama. International Online Journal of Educational Sciences, 10(3), 243-262.
  • Dere, İ., & Kalender, M. (2019). ‘I have a history!’ Life sciences teaching with oral history activities. Education and Science, 44(200), 153-173.
  • Dere, İ., & Kızılay, N. (2017). Usage of oral hıstory in the inquiry of family history: experiences of primary school students. Turkish History Education Journal, 6(2), 294-323.
  • Dilek, G. (2016). A study of oral and local history on sportswomen with 5th grade students. Eurasian Journal of Educational Research, 63, 89-114. doi: 10.14689/ejer.2016.63.6
  • Doğan, Y. (2015). Oral history in social studies teaching outside school. A. Şimşek & S. Kaymakcı (Eds.), in Out-of-school social studies teaching (pp.113-142). Ankara: Pegem.
  • Dündar, Ş. (2017). Preservice elementary school teachers’ opinions related to oral history as a teaching method in social studies. Elementary Education Online, 16(4), 1621-1643. doi: 10.17051/ ilkonline.2017.342981
  • Elliott, J. (1991). Action research for educational change. Philadelphia: Open University.
  • Goald, J. G., & Gradowski, G. (2014). Using online video oral histories to engage students in authentic research. Oral History Review, 41(2), 341–350. doi:10.1093/ ohr/ohu031
  • Harshman, J. (2017). Rethinking place, boundaries, and local history in social studies teacher education. Social studies research and practice, 12(3), 341-353.
  • Ivygina, A., Pupysheva, E., & Mukhametshina, D. (2018). The role of local history texts in implementing the culturological approach to teaching the Russian language: the basic general education level. Journal of Social Studies Education Research, 9(2), 160-171.
  • Jenks, C. E. (2010). Using oral history in the elementary school classroom. Social Studies and the Young Learner, 23(1), 31-32.
  • Kabapınar, Y. (2014). Teaching social studies from theory to practice. Ankara: Pegem.
  • Kabapınar, Y. (2015). Looking at “out-of-school learning” in social studies curriculum: 'Everywhere class for us, everywhere for us learning environment. A. Şimşek & S. Kaymakcı (Eds.), in Out-of-school social studies teaching (pp.113-142). Ankara: Pegem.
  • Kabapınar, Y. ve İncegül, S. (2016). Child games and toys within the framework of change and continuity: an oral history study. Turkish History Education Journal, 5(1), 74-96.
  • Kabapınar, Y. (2018). Young historians write history of Üsküdar, taking documentary: a summary of a local and oral history project. Turkish History Education Journal, 7(2), 532-554.
  • Lanman, B. A. (1987). Oral history as an educational tool for teaching immigration and black history in American high schools: findings and queries. International Journal of Oral History, 8, 122–135.
  • Lee, C. R., & Nasstrom, K. L. (1998). Practice and pedagogy: oral history in the classroom. Oral History Review, 25(1/2), 1–7. doi:10.1093/ohr/25.1.1
  • Marino, P. M. (2012). Urban space as a primary source: local history and historical thinking in New York city. The Social Studies, 103(3), 107-116.
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Ministry of National Education (MoNE) (2005). Elementary social studies course curriculum and guide (4th and 5th grades). Ankara: Ministry of National Education.
  • Ministry of National Education (MoNE) (2018). Social studies course curriculum (Primary and Secondary School 4th, 5th, 6 th and 7th grades). Ankara: Ministry of National Education.
  • Öner, G. (2015). Examination of the opinions of social studies teachers about outdoor history teaching. Turkish History Education Journal, 4(1), 89-121.
  • Sağlam, H. İ., & Sayımlı, S. (2018). Investigation of the attidues of primary school students towards oral history in terms of various variabilities. National Education, 219, 90-103.
  • Shopes, L. (2015). After the interview ends: moving oral history out of the archives and into publication. Oral History Review, 42(2), 300–310. doi:10.1093/ohr/ ohv037.
  • Stefaniak, A., Bilewicz, M., & Lewicka, M. (2017). The merits of teaching local history: increased place attachment enhances civic engagement and social trust. Journal of Environmental Psychology, 51, 217-225.
  • Sliwa, M. (2013). Learning to listen: an organizational researcher's reflections on ‘doing oral history’. Management & Organizational History, 8(2), 185-196. doi: 10.1080/ 17449359.2013.778448.
  • Thompson, P. (1978). The voice of the past: oral history. Oxford, UK: Oxford University.
  • Tural, A. (2017). Prospective social studies teachers’ attitude towards oral history studies. Bartın University Journal of Faculty of Education, 6(3), 1409-1419.
  • Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences. Ankara: Seçkin.
  • Yurdugül, H. (2005). Proceeding from XIV. National Educational Sciences Congress: Use of scope validity indexes for scope validity in scale development studies. Denizli: Pamukkale University, Turkey.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma ve İnceleme Makaleleri
Yazarlar

Nur Ütkür 0000-0003-2062-5430

Yayımlanma Tarihi 25 Ekim 2020
Gönderilme Tarihi 31 Ağustos 2020
Kabul Tarihi 15 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 9 Sayı: 2

Kaynak Göster

APA Ütkür, N. (2020). Understanding Our History: Local and Oral History in Social Studies Courses. Turkish History Education Journal, 9(2), 586-603. https://doi.org/10.17497/tuhed.788446



DUYURULAR: 

1- APA7 Yazım Kuralları:

Mayıs 2024 sayısından itibaren dergimiz kaynak gösterme ve alıntı yapma konusunda APA 7 (American Psychological Association) sistemini uygulacaktır. Daha fazla bilgi için lütfen TUHED şablonu ve yazım kurallarını inceleyiniz.

2- Erken Görünüm:

TUHED'in yeni yayın politikasına göre, değerlendirme süreci tamamlanan makaleler erken görünüm formatında yayınlanacaktır. Erken görünüm olarak yayınlanacak makalelere DOI ve sayfa numası tanımlanacaktır. 

3- Tam Metin İngilizce Yayın Politikası: 

Mayıs 2021 sayısından itibaren Araştırma-İnceleme ve Yayın Kritiği türündeki Türkçe çalışmaların tam metin İngilizce çevirisiyle birlikte yayınlanması sistemine geçilecektir. Buna göre yazarlar dergimize Türkçe başvuruda bulunabilecek ancak hakem değerlerndirme süreci sonrasında yayına kabul edilen çalışmaların tam metin İngilizce nüshasının düzenlenerek sisteme yüklenmesi istenilecektir. İngilizce olarak yapılan başvuruların incelenmesi ise İngilizce yapılacaktır.

4- Etik Kurul Onayı: 

25 Şubat 2020 tarihli ULAKBİM kararı gereği İnsanlar üzerindeki çalışmalar için (yaş sınırlaması olmaksızın) Etik Kurul Onayı alınmış olmalı, bu onay makalenin ilk ve son sayfaları ile Yöntem bölümünde kurum, tarih ve sayı bilgisi verilerek belirtilmeli ve imzalı Etik Kurul Onayı makale ile birlikte sisteme yüklenmelidir.  Çalışmanın etik kurul onayı gerektirmediği durumlarda bu durum yine Yöntem bölümünde açıkça ifade edilmelidir. 2020 itibariyle bu şartları yerine getirmeyen çalışmalar değerlendirilmeye alınmayacaktır. 


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