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Türkiye'deki tarih eğitimi araştırmaları: WOS ve Scopus verilerine dayanan bibliyometrik bir analiz (2000-2023)

Yıl 2024, Cilt: 13 Sayı: 2, 236 - 259, 25.10.2024
https://doi.org/10.17497/tuhed.1460199

Öz

Bu çalışma, Türkiye'deki tarih eğitimi araştırmalarının bibliyometrik bir analizini ortaya koymayı amaçlamaktadır. Analizde 2000-2023 yılları arasında Web of Science ve Scopus veri tabanlarında indekslenen 70 kaynaktan toplam 127 doküman kullanılmıştır. Analiz, dönemsel süreç, mevcut durum ve gelecekteki yönelimlere ilişkin geniş ve derinlemesine bir bilgi sağlayarak araştırmanın dinamiklerini belirlemek suretiyle Türkiye'deki tarih eğitimi araştırmalarının bir incelemesini sunmaktadır. 2006 yılından bu yana Türkiye'deki tarih eğitimi çalışmaları ilgili veri tabanlarında daha görünür hale gelmiştir. Çalışmaların yıllık artış oranı yüzde 8,49 olarak tespit edilmiştir. Erişilen 127 doküman arasında araştırma makaleleri toplam 104 makale ile en yaygın olanıdır. Analizden, Türkiye'deki tarih eğitimi araştırmalarının çoğunlukla Türkiye kaynaklı dergilerde ve Türk yazarlar tarafından yürütüldüğü söylenebilir. Uluslararası tarih eğitimi literatürü ile karşılaştırıldığında, Türkiye'de WOS ve Scopus veri tabanlarında indekslenen 'tarih bilinci' konulu çalışmaların nadir olduğu görülmüştür. Buna rağmen, WOS ve Scopus veri tabanlarında indekslenen Türkiye kaynaklı tarih eğitimi çalışmalarında 'sözlü tarih', 'postmodernizm' ve 'müze eğitimi' gibi kavramlar çerçevesinde yeni yaklaşımların çalışılmaya başlandığı görülmektedir. Yapılan analizde, tarih eğitimi alanında Türkiye kaynaklı nitelikli veritabanlarındaki akademik çalışmaların yeterli olmamakla birlikte son yıllarda artış eğilimine girdiği gözlemlenmiştir.

Kaynakça

  • Adu-Gyamfi, S. & Anderson, E. (2021). History education in Ghana: A pragmatic tradition of change and continuity. Historical Encounters, 8(2), 18-33. https://doi.org/10.52289/hej8.201
  • Ahmi, A. (2021). Bibliometric analysis for beginners. UUM.
  • Akanbi, G. O. & Jekayinfa, A. A. (2021). History education in Nigeria: Past, present and future. Historical Encounters, 8(2), 73-89. https://doi.org/10.52289/hej8.204
  • Akçalı, A. (2022). Recent history education agenda in England: In the scope of “Teaching History” journal. The Journal of International Social Science Education, 8(2), 237-268. https://doi.org/10i47615/issej.1104038
  • Akşin, S. (2013). Tarih öğretimimizde temel paradigma sorunu. S. Özbaran (Ed.), Tarih Öğretimi ve Ders Kitapları (pp.67-73). Tarih Vakfı Yurt Yayınları.
  • Aslan, E. (2012). History teaching in Ataturk’s Era- I: The period prior to the “Turkish History Thesis” (1923-1931). Education and Science, 37(164), 331-346.
  • Altun, A. & Ata, B. (2013). Evaluation of the publications of UNESCO elaborated in the field of history education (1947-2012). Adiyaman University Journal of Social Sciences, 14(107), 107-139. https://doi.org/10.14520/adyusbd.612
  • Aydemir, A. (2013). Appendix to the articles published about history teaching in Türkiye: An essay of bibliography. The Journal of Academic Social Science Studies, 6(6), 113-135.
  • Adlığ, D. (2021). Investigating the theses on the field of history education. Mecmua Uluslararası Sosyal Bilimler Dergisi, 6(11), 329-348.
  • Bal, M. S. (2012). Determining preservice history teachers' self-assessment levels with regard to their technological pedagogical content knowledge (TPCK). Energy Education Science And Technology Part B-Social and Educational Studies, 4(1), 120-135.
  • Balta, E. & Demir, S. (2016). History, identity and foreign policy: Ottoman-Turkish image in the current history textbooks of the Russian Federation. Bilig, 76, 1-32.
  • Berktay, H. (2013). Dünyada ve Türkiye’de tarihçiliğin durumu ve “dilinin evrenselleşmesi” üzerine düşünceler. S. Özbaran (Ed.), Tarih öğretimi ve ders kitapları (pp.67-73). Tarih Vakfı Yurt Yayınları.
  • Bozdoğan, K. & Sönmez, Ö. F. (2023). Bibliometric analysis of educational research articles published in the field of history education based on the Web of Science database. Cumhuriyet International Journal of Education, 12(1), 16-28.
  • Córcoles-Charcos, M., Tirado-Olivares, S., González-Calero Somoza, J. A. ve Cózar-Gutiérrez, R. (2023). Use of Virtual Reality Environments for the Teaching of History in Primary Education. Education in the Knowledge Society, 24, 1-12. https://doi.org/10.14201/eks.28382
  • Danišková, Z. (2023). The key concepts of historiography applied in primary education. Historický časopisi, 71(1), 147–160. https://doi.org/10.31577/histcaso.2023.71.1.6
  • Demircioğlu, İ. H. (2008). The history of the history education in Türkiye. Türkiye Araştırmaları Literatür Dergisi, 6(12), 431-450.
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N. ve Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Elban, M. (2018). History education and teaching in "Resimli Tarih Mecmuası" which is the 1950s popular history magazine. Turkish History Education Journal, 7(2), 372-391.
  • Garfield, E. (1980). Bradford’s law and related statistical patterns. Essays of an Information Scientist, 4(19), 476–483.
  • Güven, İ., Bıkmaz, F., Demirhan İşcan, C. ve Keleşoğlu, S. (2014). Tarih öğretimi: Kavramsal çerçeve. İ. Güven (Ed.), Tarih öğretimi kuram ve uygulama. Pegem Akademi.
  • Gibson, L., Milligan, A. & Peck, C. (2022). Addressing the elephant in the room: Ethics as an organising concept in history education. Historical Encounters, 9(2), 45-63. https://doi.org/10.52289/hej9.205
  • Gómez-Carrasco, C. J., Rodríguez-Medina, J., López-Facal, R. & Monteagudo-Fernández, J. (2022). A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education, 57, 497–511. https://doi.org/10.1111/ejed.12508
  • Hasdemir, İ. & Elban, M. History consciousness, identity and history education. Social Sciences: Theory & Practice, 7(1), https://doi.org/10.48066/kusob.1286576.
  • Jamiludin, J. & Darnawati, D. (2022). Project-Based digital photovoice: Teaching local history through the visual method. Social and Education History, 11(3), 245-274. https://doi.org/10.17583/hse.10444
  • Hayta, N., Karabağ, G. ve Gövercin, A. (2020). Evaluation of graduate theses about history education in Türkiye. Turkish History Education Journal, 9(1), 248-262. https://doi.org/10.17497/tuhed.705751
  • Kaymakçı, S. (2017). An evaluation on the tendency of history teaching in Türkiye. Kastamonu Education Journal, 25(6), 2153-2172.
  • Kropman, M., Van Boxtel, C. & Van Drie, J. (2021). Multiperspectivity in lesson designs of history teachers: The role of school book texts in the design of multiperspective history lessons. Historical Encounters, 8(1), 46-69. https://doi.org/10.52289/hej8.104
  • Körber, A. (2021). Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications. Historical Encounters, 8(1), 97-119. https://doi.org/10.52289/hej8.107
  • Koruroğlu, A. (2019). Reflections of postmodern approach to history education. Journal of History Culture and Art Research, 8(3), 452-464. https://doi.org/10.7596/taksad.v8i3.1987
  • Large, J. & Román Calderón, J. P. (2021). Gauging reflexive historical thinking: An exploratory study of Colombian undergraduates. Historical Encounters, 8(1), 139-155. https://doi.org/10.52289/hej8.109
  • Latif, D. (2019). A challenging educational reform: politics of history textbook revision in North Cyprus. Compare: A Journal of Comparative and International Education, 49(1), 30-46. https://doi.org/10.1080/03057925.2017.1369003
  • Gómez-Carrasco, C. J., Rodríguez-Medina, J., López-Facal, R. & Monteagudo-Fernández, J. (2022). A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education, 57, 497– 511. https://doi.org/10.1111/ejed.12508
  • Merey, Z. (2010). Dünyada ve Türkiye’de tarih eğitiminin tarihsel gelişimi. M. Safran (Ed.), Tarih Nasıl Öğretilir? Tarih Öğretmenleri İçin Özel Eğitim Yöntemleri. Yeni İnsan Yayınevi.
  • Miguel-Revilla, D. (2022). What makes a testimony believable? Spanish students’ conceptions about historical interpretation and the aims of history in secondary education. Historical Encounters, 9(1), 101-115. https://doi.org/10.52289/hej9.106
  • Nitsche, M. & Waldis, M. (2022). Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship. Historical Encounters, 9(1), 116-140. https://doi.org/10.52289/hej9.107
  • Nordgren, K. (2021). The sidewalk is a history book: Reflections on linking historical consciousness to uses of history. Historical Encounters, 8(1), 1-15. https://doi.org/10.52289/hej8.101
  • Ogah, M. (2023) Implementation of senior high school history curriculum: A focus on teaching methodology and resources. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2164021
  • O’Neill, D. K., Guloy, S., MacKellar, F. M. & Martelli, D. R. (2022). Development and validation of a practical classroom assessment of students’ beliefs about differing historical accounts. Historical Encounters, 9(1), 58-77. https://doi.org/10.52289/hej9.104
  • Özalp, M. T. & Demirbaş, İ. (2021). Evaluation of primary school studies in the field of history teaching in Türkiye. International Journal of Field Education, 7(2), 92-111. https://doi.org/10.32570/ijofe.1024114
  • Öztürk, I. H. (2011). Curriculum reform and teacher autonomy in Türkiye: The case of the history teaching. International Journal of Instruction, 4(2), 113-128.
  • Öztürk, I. H. (2012). Teachers' Role and autonomy in instructional planning: the case of secondary school history teachers with regard to the preparation and implementation of annual instructional plans. Educational Sciences: Theory & Practice, 12(1), 295-99.
  • Öztürk, Ş. & Şimşek, A. (2013). Bibliography of articles on the area of history education, published in Turkish. Turkish History Education Journal, 2(1), 110-145. https://doi.org/10.17497/tuhed.09427
  • Pan, A. J., Lai, C. F. & Kuo, H. C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 1-19. https://doi.org/10.1016/j.tsc.2022.101214
  • Parkes, R. J., Donnelly, D. J. & Sharp, H. L. (2023). The History teacher as public historian. Historical Encounters, 10(1), 30-43. https://doi.org/10.52289/hej10.103
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  • Retz, T. (2022). Teaching history on the scale of the Anthropocene: Three ethical challenges. Historical Encounters, 9(2), 7-17. https://doi.org/10.52289/hej9.202
  • Sebbowa, D. K. & Majani, W. P. (2021). Dialogues over decolonisation in East Africa: A case study of history education in Uganda. Historical Encounters, 8(2), 34-53. https://doi.org/10.52289/hej8.202
  • Silfver, M. & Myyry, L. (2022). Integrating historical and moral consciousness in history teaching. Historical Encounters, 9(2), 18-29. https://doi.org/10.52289/hej9.203
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History education research in Türkiye: A bibliometric analysis based on WOS and Scopus data (2000-2023)

Yıl 2024, Cilt: 13 Sayı: 2, 236 - 259, 25.10.2024
https://doi.org/10.17497/tuhed.1460199

Öz

This study aims to exhibit a bibliometric analysis of history education research in Türkiye. A total of 127 documents from 70 sources indexed in the Web of Science and Scopus databases in the years 2000-2023 were used in the analysis. The analysis provides a review of history education research in Türkiye by identifying the dynamics of research by presenting a wide in-depth knowledge concerning the periodical process, current situation, and future directions. Since 2006, history education studies in Türkiye have become more visible in the relevant databases. The annual increase rate of the studies was determined as 8.49 percent. Among the 127 documents accessed, research articles are the most common with a total of 104 articles. From the analysis, it could be said that history education research in Türkiye is mostly conducted in Turkish journals and by Turkish authors. Compared to international literature in history education, studies on ‘historical consciousness’ in Türkiye that were indexed in WOS and Scopus databases were found to be rare in the analysis. Despite this, it is observed that new approaches have started to be studied within the framework of concepts such as 'oral history', 'postmodernism', and 'museum education' in history education studies originating from Türkiye that were indexed in WOS and Scopus databases. In the analysis, it has been observed that although academic studies in qualified databases originating from Türkiye in the field of history education are not sufficient, they have been on an increasing trend in recent years.

Kaynakça

  • Adu-Gyamfi, S. & Anderson, E. (2021). History education in Ghana: A pragmatic tradition of change and continuity. Historical Encounters, 8(2), 18-33. https://doi.org/10.52289/hej8.201
  • Ahmi, A. (2021). Bibliometric analysis for beginners. UUM.
  • Akanbi, G. O. & Jekayinfa, A. A. (2021). History education in Nigeria: Past, present and future. Historical Encounters, 8(2), 73-89. https://doi.org/10.52289/hej8.204
  • Akçalı, A. (2022). Recent history education agenda in England: In the scope of “Teaching History” journal. The Journal of International Social Science Education, 8(2), 237-268. https://doi.org/10i47615/issej.1104038
  • Akşin, S. (2013). Tarih öğretimimizde temel paradigma sorunu. S. Özbaran (Ed.), Tarih Öğretimi ve Ders Kitapları (pp.67-73). Tarih Vakfı Yurt Yayınları.
  • Aslan, E. (2012). History teaching in Ataturk’s Era- I: The period prior to the “Turkish History Thesis” (1923-1931). Education and Science, 37(164), 331-346.
  • Altun, A. & Ata, B. (2013). Evaluation of the publications of UNESCO elaborated in the field of history education (1947-2012). Adiyaman University Journal of Social Sciences, 14(107), 107-139. https://doi.org/10.14520/adyusbd.612
  • Aydemir, A. (2013). Appendix to the articles published about history teaching in Türkiye: An essay of bibliography. The Journal of Academic Social Science Studies, 6(6), 113-135.
  • Adlığ, D. (2021). Investigating the theses on the field of history education. Mecmua Uluslararası Sosyal Bilimler Dergisi, 6(11), 329-348.
  • Bal, M. S. (2012). Determining preservice history teachers' self-assessment levels with regard to their technological pedagogical content knowledge (TPCK). Energy Education Science And Technology Part B-Social and Educational Studies, 4(1), 120-135.
  • Balta, E. & Demir, S. (2016). History, identity and foreign policy: Ottoman-Turkish image in the current history textbooks of the Russian Federation. Bilig, 76, 1-32.
  • Berktay, H. (2013). Dünyada ve Türkiye’de tarihçiliğin durumu ve “dilinin evrenselleşmesi” üzerine düşünceler. S. Özbaran (Ed.), Tarih öğretimi ve ders kitapları (pp.67-73). Tarih Vakfı Yurt Yayınları.
  • Bozdoğan, K. & Sönmez, Ö. F. (2023). Bibliometric analysis of educational research articles published in the field of history education based on the Web of Science database. Cumhuriyet International Journal of Education, 12(1), 16-28.
  • Córcoles-Charcos, M., Tirado-Olivares, S., González-Calero Somoza, J. A. ve Cózar-Gutiérrez, R. (2023). Use of Virtual Reality Environments for the Teaching of History in Primary Education. Education in the Knowledge Society, 24, 1-12. https://doi.org/10.14201/eks.28382
  • Danišková, Z. (2023). The key concepts of historiography applied in primary education. Historický časopisi, 71(1), 147–160. https://doi.org/10.31577/histcaso.2023.71.1.6
  • Demircioğlu, İ. H. (2008). The history of the history education in Türkiye. Türkiye Araştırmaları Literatür Dergisi, 6(12), 431-450.
  • Donthu, N., Kumar, S., Mukherjee, D., Pandey, N. ve Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070
  • Elban, M. (2018). History education and teaching in "Resimli Tarih Mecmuası" which is the 1950s popular history magazine. Turkish History Education Journal, 7(2), 372-391.
  • Garfield, E. (1980). Bradford’s law and related statistical patterns. Essays of an Information Scientist, 4(19), 476–483.
  • Güven, İ., Bıkmaz, F., Demirhan İşcan, C. ve Keleşoğlu, S. (2014). Tarih öğretimi: Kavramsal çerçeve. İ. Güven (Ed.), Tarih öğretimi kuram ve uygulama. Pegem Akademi.
  • Gibson, L., Milligan, A. & Peck, C. (2022). Addressing the elephant in the room: Ethics as an organising concept in history education. Historical Encounters, 9(2), 45-63. https://doi.org/10.52289/hej9.205
  • Gómez-Carrasco, C. J., Rodríguez-Medina, J., López-Facal, R. & Monteagudo-Fernández, J. (2022). A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education, 57, 497–511. https://doi.org/10.1111/ejed.12508
  • Hasdemir, İ. & Elban, M. History consciousness, identity and history education. Social Sciences: Theory & Practice, 7(1), https://doi.org/10.48066/kusob.1286576.
  • Jamiludin, J. & Darnawati, D. (2022). Project-Based digital photovoice: Teaching local history through the visual method. Social and Education History, 11(3), 245-274. https://doi.org/10.17583/hse.10444
  • Hayta, N., Karabağ, G. ve Gövercin, A. (2020). Evaluation of graduate theses about history education in Türkiye. Turkish History Education Journal, 9(1), 248-262. https://doi.org/10.17497/tuhed.705751
  • Kaymakçı, S. (2017). An evaluation on the tendency of history teaching in Türkiye. Kastamonu Education Journal, 25(6), 2153-2172.
  • Kropman, M., Van Boxtel, C. & Van Drie, J. (2021). Multiperspectivity in lesson designs of history teachers: The role of school book texts in the design of multiperspective history lessons. Historical Encounters, 8(1), 46-69. https://doi.org/10.52289/hej8.104
  • Körber, A. (2021). Historical consciousness, knowledge, and competencies of historical thinking: An integrated model of historical thinking and curricular implications. Historical Encounters, 8(1), 97-119. https://doi.org/10.52289/hej8.107
  • Koruroğlu, A. (2019). Reflections of postmodern approach to history education. Journal of History Culture and Art Research, 8(3), 452-464. https://doi.org/10.7596/taksad.v8i3.1987
  • Large, J. & Román Calderón, J. P. (2021). Gauging reflexive historical thinking: An exploratory study of Colombian undergraduates. Historical Encounters, 8(1), 139-155. https://doi.org/10.52289/hej8.109
  • Latif, D. (2019). A challenging educational reform: politics of history textbook revision in North Cyprus. Compare: A Journal of Comparative and International Education, 49(1), 30-46. https://doi.org/10.1080/03057925.2017.1369003
  • Gómez-Carrasco, C. J., Rodríguez-Medina, J., López-Facal, R. & Monteagudo-Fernández, J. (2022). A review of literature on history education: An analysis of the conceptual, intellectual and social structure of a knowledge domain (2000–2019). European Journal of Education, 57, 497– 511. https://doi.org/10.1111/ejed.12508
  • Merey, Z. (2010). Dünyada ve Türkiye’de tarih eğitiminin tarihsel gelişimi. M. Safran (Ed.), Tarih Nasıl Öğretilir? Tarih Öğretmenleri İçin Özel Eğitim Yöntemleri. Yeni İnsan Yayınevi.
  • Miguel-Revilla, D. (2022). What makes a testimony believable? Spanish students’ conceptions about historical interpretation and the aims of history in secondary education. Historical Encounters, 9(1), 101-115. https://doi.org/10.52289/hej9.106
  • Nitsche, M. & Waldis, M. (2022). Narrative competence and epistemological beliefs of German Swiss prospective history teachers: A situated relationship. Historical Encounters, 9(1), 116-140. https://doi.org/10.52289/hej9.107
  • Nordgren, K. (2021). The sidewalk is a history book: Reflections on linking historical consciousness to uses of history. Historical Encounters, 8(1), 1-15. https://doi.org/10.52289/hej8.101
  • Ogah, M. (2023) Implementation of senior high school history curriculum: A focus on teaching methodology and resources. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2164021
  • O’Neill, D. K., Guloy, S., MacKellar, F. M. & Martelli, D. R. (2022). Development and validation of a practical classroom assessment of students’ beliefs about differing historical accounts. Historical Encounters, 9(1), 58-77. https://doi.org/10.52289/hej9.104
  • Özalp, M. T. & Demirbaş, İ. (2021). Evaluation of primary school studies in the field of history teaching in Türkiye. International Journal of Field Education, 7(2), 92-111. https://doi.org/10.32570/ijofe.1024114
  • Öztürk, I. H. (2011). Curriculum reform and teacher autonomy in Türkiye: The case of the history teaching. International Journal of Instruction, 4(2), 113-128.
  • Öztürk, I. H. (2012). Teachers' Role and autonomy in instructional planning: the case of secondary school history teachers with regard to the preparation and implementation of annual instructional plans. Educational Sciences: Theory & Practice, 12(1), 295-99.
  • Öztürk, Ş. & Şimşek, A. (2013). Bibliography of articles on the area of history education, published in Turkish. Turkish History Education Journal, 2(1), 110-145. https://doi.org/10.17497/tuhed.09427
  • Pan, A. J., Lai, C. F. & Kuo, H. C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 1-19. https://doi.org/10.1016/j.tsc.2022.101214
  • Parkes, R. J., Donnelly, D. J. & Sharp, H. L. (2023). The History teacher as public historian. Historical Encounters, 10(1), 30-43. https://doi.org/10.52289/hej10.103
  • Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., Sales, D., Guerrero, D. ve Uribe, A. (2019). Scientific production on mobile information literacy in higher education: A bibliometric analysis (2006–2017). Scientometrics, 120(1), 57-85. https://doi.org/10.1007/s11192-019-03115-x
  • Retz, T. (2022). Teaching history on the scale of the Anthropocene: Three ethical challenges. Historical Encounters, 9(2), 7-17. https://doi.org/10.52289/hej9.202
  • Sebbowa, D. K. & Majani, W. P. (2021). Dialogues over decolonisation in East Africa: A case study of history education in Uganda. Historical Encounters, 8(2), 34-53. https://doi.org/10.52289/hej8.202
  • Silfver, M. & Myyry, L. (2022). Integrating historical and moral consciousness in history teaching. Historical Encounters, 9(2), 18-29. https://doi.org/10.52289/hej9.203
  • Smith, J. (2022). ‘Talk about the questions of the day, shun them not’: Three late Victorian voices on the place of history in English schools. History of Education, 51(2), 167-183. https://doi.org/10.1080/0046760X.2021.1977855
  • Şimşek, A. & Yazıcı, F. (2013). Past and present of history teaching in Türkiye. TYB Akademi: Dil Edebiyat ve Sosyal Bilimler Dergisi, 8, 9-32.
  • Tal, N. & Hofman, A. (2021). Beyond the curriculum: teaching history in Israeli classrooms, 1970s–1980s. History of Education, 50(6), 837-854. https://doi.org/10.1080/0046760X.2021.1906456
  • Turan, İ. & Aslan, H. (2016). Evalution of history education dissertations submitted to Council of Higher Education (YOK) thesis center and proquest database. Erzincan University Journal of Education Faculty, 18(2), 982-1001. https://doi.org/10.17556/jef.06505
  • Vural, Y. (2012). Seeking to transform the perceptions of ıntercommunal relations: the Turkish-Cypriot case (2004–2009). Nationalism and Ethnic Politics, 18(4), 406-430. https://doi.org/10.1080/13537113.2012.734173.
  • Vurgun, A. & Okumuş, O. (2021). Discussions on history education in the Journal of Turkish Culture (1963-1978) (1963-1978). Journal of General Turkish History Research, 3(6), 487-500. https://doi.org/10.53718/gttad.939006
  • Yılmaz, K. (2008). Social studies teachers' conceptions of history: Calling on historiography. The Journal of Educational Research, 101(3), 158-176. https://doi.org/10.3200/JOER.101.3.158-176
  • Yılmaz, K. (2010). Postmodernism and its challenge to the discipline of history: Implications for history education. Educational Philosophy and Theory, 42(7), 779–795. https://doi.org/10.1111/j.1469-5812.2009.00525.x Zupic, I. & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472. https://doi.org/10.1177/1094428114562629
  • Wilke, M., Depaepe, F. & Van Nieuwenhuyse, K. (2022). The interplay between historical thinking and epistemological beliefs: A case study with history teachers in Flanders. Historical Encounters, 9(1), 196-219. https://doi.org/10.52289/hej9.111
  • Wilke, M., Depaepe, F. & Van Nieuwenhuyse, K. (2023). Fostering secondary students' historical thinking: A design study in Flemish history education. Journal of Formative Design in Learning, 7, 61-81. https://doi.org/10.1007/s41686-023-00074-8
  • Webb, P. D. (2022). The First World War in Spanish and British textbooks: A comparative study of skills, historiographical focus and the sequencing of activities. Historia Y Memoria De La Educación, 16, 379–424. https://doi.org/10.5944/hme.16.2022.30004
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Tarih Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Erkan Bozkurt 0000-0002-5548-0385

Erken Görünüm Tarihi 17 Ağustos 2024
Yayımlanma Tarihi 25 Ekim 2024
Gönderilme Tarihi 27 Mart 2024
Kabul Tarihi 13 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 2

Kaynak Göster

APA Bozkurt, E. (2024). History education research in Türkiye: A bibliometric analysis based on WOS and Scopus data (2000-2023). Turkish History Education Journal, 13(2), 236-259. https://doi.org/10.17497/tuhed.1460199



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.

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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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