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The purpose of this study is to investigate the skills and perspectives of children which were improved by toy museums regarding social studies and history education. In the light of qualitative research methodology, eight students were participated in the study. Trip worksheets, audio recordings; the semi-structured individual interviews and public meeting like chat-style were used for data collection. Data were analyzed and five assertions revealed. These assertions are: As a result of the usage of Toys Museums as Out of School Learning Environment in Social Studies and History Education, students can acquire some objectives at the cognitive level; show higher-order skills and values (e.g. respect for labor and peace);recognize knowledge of science and technology in the context change and continuity; evaluate toy museums as an environment that make contribution to them. Therefore, necessary precautions should be taken to use toy museum as an environment providing supplementary activities in the school. [ABSTRACT FROM AUTHOR]

The citizenship education is general and compulsory in nation-states and apparent purpose is to educate individuals. The history lesson taught in our schools as a compulsory lesson is one of the lessons mostly serving to this purpose. For this reason, it is known that political and ideological understandings are reflected to the history curriculums prepared both in the world and in Turkey. In this study, it is attempted to determine development of history lessons at secondary school curriculums from 1923 to present, and reflection level of political and ideological understandings to the curriculums. In this study where chronological sequence has been followed, secondary school curriculums and political practices have been matched and specific break points have been identified. Such break points are revolutionary events in our country in terms of either political or educational. In this study, historical method has been used. data sources are secondary school curriculums published from 1923 to present, researches made on Turkish educational history, critics written on history education of curriculums, or explanatory works. The document analysis (documentary screening) technique included in historical method was used while curriculums have been examined. At the end of the study, it is found out that political-ideological understanding of that period are reflected to the secondary school history books published in Republican Period, and secondary school history curriculums have changed according to examined periods. [ABSTRACT FROM AUTHOR]

In this study, perspectives of teacher candidates, about their mentor teachers' methods of teaching, performances while teaching history lessons during the internship were investigated. This study was conducted while teacher candidates were taking the School Experience course. A survey was given to 250 students. Survey items were gathered in light of previous research studies findings with the approval of experts in this area. Taking in to account of the students' responses, it was revealed that methods were not used efficiently. Mentor teachers mostly used lecturing methods rather than making students actively involved in learning. Following implications were made considering the findings of this study: Mentor teachers should help teacher candidates preparing lesson plans and they also should inform teacher candidates about how to use teacher guide books, study and textbooks. Mentor teachers should also help teacher candidates how to prepare and use good quality study sheets by providing examples. Teacher candidates should be given opportunities to apply alternative teaching methods and techniques in the schools where they are doing internship and to observe advantages and limitations of these methods and techniques. [ABSTRACT FROM AUTHOR]