Search

Humanity questions its existence in the historical process in order to make sense of history. This questioning continues in the context of past, present and future. With modern times, history has become an important tool in the construction of common memory, social identity and future of nations. In this context, today, nation states consider it important for teachers to provide students with historical literacy in their curriculum. In order to achieve this, social studies teachers are expected to be competent in historical literacy skills. This study aimed to determine the opinions of social studies teachers regarding history literacy skills. In this study, qualitative research method and phenomenology pattern were used as research methods. The study group of the research consisted of 12 social studies teachers working in public schools in Aksaray in the 2022-2023 academic year. The criterion sampling strategy of non-random purposive sampling was used in the study. The data obtained in the research were analyzed with the descriptive content analysis method. In this research, it was concluded that social studies teachers have history literacy skill competencies. [ABSTRACT FROM AUTHOR]

In the history course, students do not only learn about historical events, processes and structures, but also acquire citizenship skills. In this context, history is one of the courses used as a means of raising citizens as well as presenting the knowledge of the past. History is an important component of individuals' citizenship education. The history course curriculum, which also forms the basis of history textbooks, is also considered as a part of historiography. History course is taught in grades 7-10 in Berlin state of Germany. The aim of this research is to analyze the history course curriculum taught in Berlin state of Germany in terms of citizenship education. The sample of the research, where case study as one of the qualitative research methods, is used, within the scope of the purposive sampling method consists of the history curriculum that is in use in the Berlin state of Germany. Data was obtained from the curriculum by document analysis. The content analysis method was used for the data analysis; the findings were interpreted. According to the research results, the history course taught in Berlin state of Germany aims to raise students' identity awareness, political awareness, socio-economic awareness, moral awareness and gender awareness within the scope of citizenship education. Also, it is seen that with the modules within the social sciences subject network which gains ground from citizenship education, history course aims to raise the citizens of the multicultural German society via contributing to the democracy and intercultural education. [ABSTRACT FROM AUTHOR]

This study discusses Selahaddîn Eyyubi Kulliye-i İslamiyesi, which was established in Jerusalem in 1915 as a provincial branch of the Daru'l-hilafeti'laliyye Madrasa and was an original and international madrasah model with its own organizational structure and curriculum, in the scope of reform actions started in madrasas during the Second Constitutional Era. The purpose of the establishment, administrative structure, educational philosophy, and all other characteristic features of the Kulliye, which was opened considering local needs and the integrity of center and provinces, will be evaluated as a whole. The most outstanding feature of Kulliye was that its admissions spanned the farthest geographical zone reached by the Ottoman Empire as well as the hinterland, where Muslims lived. In spite of the extraordinary circumstances of the era, the Kulliye, which was designed to address Islamic geography of a century ago in Jerusalem, is a role model for multinational Higher Religious Teaching Institutions. In this respect, it became an area where the most concrete and practical application of the Islamic Union's politics was projected. In addition to the difference of central-provincial structuring in Ottoman madrasas, the fact that the provincial organization differed in terms of curriculum, syllabus, and student resources is a concrete indication that local needs were taken into account, and that local opportunities were exploited. In this article, the administrative structure, education, and training activities of Selahaddin Eyyubi Kulliye-i Islamiyesi, which is one of the most significant landmarks of Ottoman education history, are discussed based on primary sources--especially archive documents--with the aim to contribute to religious education approaches. [ABSTRACT FROM AUTHOR]

This work aims to examine the presentation of political and diplomatic developments of the Turkish War of Independence period in history schoolbooks for primary schools used by the first generation of the Turkish Republic. In this work based on method of qualitative historical research, the main data source is history schoolbooks for primary schools published in Ottoman Turkish script between 1924 and 1928. The data is gathered by document examination, a practice frequently used in historical research method. This data which is provided by the examination of eight schoolbooks used by primary schools of the period is analyzed according to purpose of the research. The findings consist of political and diplomatic developments of the Turkish War Independence period. Political Developments are classified as "Congresses, Imperial Cabinet in Istanbul, National Pact, Grand National Assembly of Turkey, Abolition of the Ottoman Sultanate" and diplomatic developments as "The Fourteen Points, Paris Peace Conference, Treaty of Sèvres, London Conference, Treaty of Kars, Treaty of Ankara, Armistice of Mudanya and Treaty of Lausanne". Ideas and sentiments caused by the victory at the end of the Turkish War of Independence are found at historical narratives in the schoolbooks. The events and general atmosphere of the country deeply influenced history education and historical perspective. It is clear that the goal was to teach history of Turkish War of Independence with its all aspects and to make it part of social memory via history courses. [ABSTRACT FROM AUTHOR]

In this study, it was discussed whether the governments had an impact on the curriculum in the last period of the Ottoman Empire in order to educate acceptable citizens, and the change/transformation of the curriculum was handled focusing the history course in this process. In this context, the effect of governments on the curriculum were questioned through the changes in the content of the courses, course hours and changes on history course in Mekteb-i Sultani, which was established in a period when different political conditions and actors were efficient. In this research, document analysis method and content analysis technique were used. In the programs, it was found that the political conditions of the period and the perspectives of the political actors were reflected in the curriculum and the content of the history course. As a result, because of the lackness of uniform understanding during the reign of Abdulhamit the Second and in the period of Committee of Union and Progress, it caused the need to create curriculum frequently which was shaped by the political view of the government and the conditions of the period. [ABSTRACT FROM AUTHOR]

In the study, History textbooks written in the Soviet period and then renewed after the collapse of the Soviet Union were examined and examined by comparative analysis method. We pay attention in classrooms studied the subject, history textbooks written in that period, Ottoman Turkey and is the location of the image. In this study, secondary school classroom textbooks in the Soviet period, secondary school classroom textbooks in the post-Soviet Republic period, as well as the books taught in colleges and universities are analyzed. During the Soviet era in the history taught in classrooms as well as Ottoman Turkey from time to time, it is given enough space perception. In addition to the information; visuals, maps and primary sources do not hesitate to use the education system of the period, the desired effect on the students to do more than necessary. Although it was tried to characterize the Ottoman state as a sick state in the history classrooms written in the Soviet period, after the change in the textbooks immediately after gaining the independence of Azerbaijan, it was attempted to teach that the Ottomans had a great statist culture and came from the brotherly people who established a sovereign history. [ABSTRACT FROM AUTHOR]

Museums are places that give life to history. The training in the museum helps the individual to be Permanent by seeing, touching and learning. The aim of this study was to determine the self-efficacy beliefs of museum teachers in terms of various variables. In this study, quantitative research method based screening method was used. The study group was 291 pre-service teachers of the two State universities in the Central Anatolia Region are continuing their education in the department of History teaching and social studies in the Academic year 2017-2018. The study group was chosen on the basis of simpler and on method and volunteerism. In the process of collecting the research data, the personal information form which was created by the researcher and the Self-Efficacy Scale of Museum Education bur developed by Yeşilbursa and Uslu (2014) were used. The statistical analysis of the data obtained from the research was performed by using IBM SPSS 21.0 program. Social Studies and History teacher candidates' belief in self-efficacy towards museum education; there was a significant difference in the variables of gender, museum education, and the number of visit to the museum in the last year. [ABSTRACT FROM AUTHOR]

Postmodernism is characterized as a concept following the modernity and it is referred together with the concepts of deconstructionism or post-structuralism. Postmodernism, which is used in the meaning of the future of modernism, has an attitude against modernism. Today, the debate on postmodernism and modernism has not ended yet. Postmodernists see the world as a pattern which is alterable and diverse. The concept of postmodern history is against the traditional concept of history. As the postmodernism gives importance to popular culture, it argues that it is necessary to use local and oral history methods in the writing of history. Persons and groups who have not entered the history textbooks should be studied, the events that are important to the local community should be examined and discussed, and daily life should be addressed. Postmodernism places importance on localism and local culture. In this context, postmodernism considers verbal history as the most appropriate approach to the study of local history. The purpose of this research is to explain the reflections of postmodern education in history education. The research is a study in documentary screening type. For the collection of research data, research related to the subject were used. In this research, the concept of postmodernism is tried to be explained and the effects of this concept on education, especially history education, are discussed. As a result of the nature of postmodernism, it has brought a new perspective to traditional history and history education. Although this perspective has been widely accepted by traditionalist historians, it has been adopted by many innovative historians, because of the new approaches in education. Especially constructivism, the reflection of the postmodernist approach, is a widely accepted conception today. In this context, understanding postmodernism as a concept and studying its reflections on history education are the main purpose in this research. The concept of postmodern history is seen as an understanding of local and verbal history. Therefore, in this research, the concepts of local and verbal history have been tried to be explained by also using the literature review. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine and present the beliefs which about concept of history of through metaphor analysis to history teacher candidates who in the history pedagogy programme of students in Trabzon University at Fatih Education Faculty. The survey method was used in the study and the data were obtained through the metaphor survey. Via metaphors, the two things that are not alike by acting on the common characteristics, similar features tried to create with analogy. This research is based on a qualitative approach and the study was carried out with the students attending the history pedagogy program of Fatih Faculty of Education. A total of 74 teachers, 37 girls and 37 boys, participated in the survey. Since the entire universe intended to be reached, the study doesn't require a sample. The data were obtained through open-ended questionnaires. Prior to the study, participants who history teacher candidates were informed about what the metaphor and how the metaphor is produced is by giving examples from different fields. The questionnaire form is distributed to each of the teacher candidates and filling gaps produce metaphors coherent the expression which history is like ..........". Because ........ In the research the concept of "because" was by given participants want to present a reason for their generate metaphors about the concept of history. These data were evaluated according to the content analysis which is a qualitative data analysis approach. In this framework, metaphors were first read and then coded process was done. Then, conceptual categories were constitute from the obtained codes. In the light of the data obtained. In the light of the data obtained, produced 201 valid metaphors related to the concept of history by history teacher candidates. 8 main categories are produced from these metaphors. These are: ''history which illuminates the future and guide'', ''history as unknown'', ''history as illuminating past'', "accumulated, increasing history'', ''history as transmitter proud'', ''history as records everything'', ''history as researchers'' and ''subjective history''. In the light of the data obtained İt can be seen that participated in the study who history teacher candidates doesn't produce enough metaphor in spite of extract a four year history education. Whereas, it is seen that the history teacher candidates were mostly able to produce metaphors especially related to the future enlightenment of history and the extent of taking lessons from history. In contrast, it is understood that teacher candidates don't produce metaphors in relation to historical thinking skills, time, chronology, causeresult, empathy and critical thinking. In addition to this, it is also the result of this research that the candidates are unable to produce metaphors in relation to the scientific research aspects of history and the scientific research skills. In other words, it is seen that the history teacher candidates who participated in the research have looked at history from a traditional perspective. Bu çalışmanın amacı, Trabzon Üniversitesi Fatih Eğitim Fakültesi Tarih Pedagoji Programı'nda öğrenim görmekte olan tarih öğretmen adaylarının tarih kavramına ilişkin inançlarını metafor analizi yoluyla inceleyip ortaya koymaktır. Araştırmada survey yöntemi kullanılmış olup veriler metafor anketi yoluyla elde edilmiştir. Metaforlar yoluyla, birbirine benzemeyen iki şeyin ortak özelliklerinden hareket ederek, benzer özellikleri benzetmeyle ortaya çıkarılmaya çalışılmıştır. Bu araştırma nitel bir anlayışla yürütülmüştür. Çalışma Trabzon Üniversitesi Fatih Eğitim Fakültesi Tarih Pedagoji Programı'na devam eden öğrencilerle gerçekleştirilmiştir. Araştırmada kullanılan ankete 37 kız ve 37 erkek olmak üzere toplam 74 öğretmen adayı katılmıştır. Çalışmada veriler açık- uçlu bir metafor anketi yoluyla elde edilmiştir. Öğretmen adaylarına çalışma öncesinde metaforun ne olduğu ve nasıl benzetme yapıldığıyla ilgili farklı alanlardan örnekler verilmiş ve böylece kavramın ne olduğu ve nasıl üretildiğiyle ilgili bilgilendirilmeleri sağlanmıştır. Öğretmen adaylarından her birine anket formu dağıtılmış ve "Tarih .... gibidir. Çünkü ...." ifadesindeki boşlukları doldurarak metafor üretmeleri istenmiştir. Araştırmada "çünkü" kavramına da yer verilerek, katılımcıların tarih kavramına ilişkin ürettikleri metaforlar için bir gerekçe sunmaları istenmiştir. Elde edilen bu veriler, nitel veri çözümleme yaklaşımı olan içerik analizine göre değerlendirilmiştir. Bu çerçevede öncelikle metaforlar okunmuş ve ardından kodlama işlemi yapılmıştır. Daha sonra elde edilen kodlardan kavramsal kategoriler oluşturulmuştur. Elde edilen verilerin ışığında tarih öğretmen adayları tarafından tarih kavramına ilişkin 201 geçerli metafor üretildiği görülmektedir. Üretilen bu metaforlardan 8 ana kategori üretilmiştir. Bunlar: "geleceği aydınlatan ve rehber olan tarih", "bilinmez olarak tarih", "geçmişi aydınlatan olarak tarih", "biriken çoğalan tarih", "gurur verici olarak tarih", "her şeyi kaydeden tarih", "araştırmacı olarak tarih", ve "öznel tarih"tir. Elde edilen verilerin ışığı altında, çalışmaya katılan tarih öğretmen adaylarının dört yıllık bir tarih eğitimi almalarına karşın yeterli düzeyde metafor üretemedikleri görülürken, öğretmen adaylarının ağırlıklı olarak özellikle tarihin geleceği aydınlatması ve tarihten ders alınması boyutuyla ilgili metafor ürettikleri görülmektedir. Buna karşın, öğretmen adaylarının tarihsel düşünme becerileri, zaman, kronoloji, neden-sonuç, empati ve eleştirel düşünmeyle ilgili olarak metafor üretmedikleri anlaşılmaktadır. Bunun dışında tarihin bilimsel araştırma yönü ve öğrencilere kazandırabileceği bilimsel araştırma becerileriyle ilgili olarak da adayların metafor ortaya koyamadıkları bu araştırmada ortaya konan diğer bir sonuçtur. Başka bir deyişle araştırmaya katılan tarih öğretmen adaylarının tarihe geleneksel bakış açısıyla baktıkları görülmektedir. [ABSTRACT FROM AUTHOR]

Beside being a scientific study, history is a social discipline that is studied in schools. In some history lectures repeating knowledge that is the some with in the boks causes some problems like unconcernedness of students. It has developed some student-centered special teaching methods to overcame these problems. One of these methods is outdoor history teaching. History lecture, that is supperted by visiting museums and historical fields contribute to raise individual who are inquisitive, social, thinking independently, sensitive to historical environment and having sense at protection. Atatürk Cultural Center has organized an educational, scientific and cultural tour named "Turkish Caravansary on the Silk Road" that lasted six nights and seven days, visiting about one hundred historical structures with fourty seven attendees. In this study the tour activity has been examined as an example of outdoor history teaching about planning, preparation phase limitations and evaluations on the tour. [ABSTRACT FROM AUTHOR]

Nejmi Sagıp Bodamyalızade, who was originally from Paphos in the south-west of Cyprus, completed his education at Oxford University. Then he returned to the island and established the Shakespeare School, which is one of the first private schools of the island. He has undertaken both teaching and school management roles here. Many Turkish Cypriots have been educated in this private school which offers English education. Nejmi Sagıp, which has a high level of general culture, has been nicknamed Feylosof (philosopher) by the community. During World War II, Nejmi Sagıp declared himself as a deputy of Cypriot Muslims by the signing of thousands of people in Nicosia. By using this title, Mr. Nejmi sent letters to the presidents and deputies of several countries, mainly the United Kingdom, defending the rights of Turkish Cypriots against the Enosis requests of Greek Cypriots. Mr. Nejmi has literary works besides education and political activities. One of his literary was the Quran which he translates to English. He also translated some of the classics of Turkish literature into English. Many people, especially the Irish writer George Bernard Shaw, Nobel Peace Prize-winning, have already begun to appreciate him for his translations. As a result, Mr. Nejmi has an important value for the Turkish Cypriot Political, Cultural and Educational history. [ABSTRACT FROM AUTHOR]

The purpose of this research is to identify the interest of those final year elementary pre-service teachers in history courses and the manner they benefit from these same courses. History courses do not only enhance cognitive, personal and social development of pre-service history teachers, but also allow them to correlate current events with the past. The universe of the research is Muallim Rıfat Education Faculty located in the city center of Kilis, while the sampling is the students studying in Social Studies Teaching department. The survey "View of Social Studies Pre-Service Teachers on Teaching History Courses" developed by the researcher is used in the research as data collection tool. The Cronbach's alpha coefficient of the survey is found to be 87 in line with the findings obtained. Pre-service teachers seem to believe in the necessity and importance of history education, respond to questions in this respect with answers at "Agree" level and request the incorporation of new methods of teaching lessons for history education into curriculum. [ABSTRACT FROM AUTHOR]

The European Union (EU) as a politico-economic union of 28 member states that are located primarily in Europe is a sui generis supranational organization. The primary purpose of this organization is the protection of common interests. Although there is no common education policy of EU this attemtp is clearly seen in the initiatives on history education in Europe. In this study initiatives on history education and training during the the evolution of the European integration process and EU contribution to these initiatives would be mentioned. [ABSTRACT FROM AUTHOR]

Due to every historical fact occurs in a place, it is important to gain map skills of students for doing effective history teaching. The aim of this study is to examine the necessity of map skills in history teaching toward social studies student teachers' map drawings and perceptions. This study was carried out with 65 sophomore student teachers, studying at Karadeniz Technical University, Fatih Faculty of Education, Social Studies Teacher Education Program in the fall semester of 2013-2014 academic years. The study was designed with qualitative methodology, specifically case study. Documents and interviews were used as data sources. In this context, two different subjects oriented map drawings and semi-structured interviews, done with 20 teachers, were investigated. Collected data were analyzed with content analysis. The results of the study showed that majority of social studies student teachers have some deficiencies about map skills. Also it is understood that the basic reason of these deficiencies is lack of taking effective education about map skills in their previous educational life. [ABSTRACT FROM AUTHOR]

This study deals with the relationship between history education and patriotism with different perspectives from local and foreign literature. Within this framework, ideas regarding patriotism in history education were handled in some respects. Additionally, how patriotism in history education has been changed over time in terms of Turkish national history was examined. At first, the attitude of an individual towards his/her country developmentally occurs in the period of the egocentrism that is based on the physical environment, then the socio-centric period and late adolescence period related with the development of objective view. Besides, patriotism has both affective and cognitive dimension. The nineteenth century holds an important place in shaping the attitude of an individual towards his/her country with the concept of patriotism. Hence, in the nineteenth century, with the development of national states, one of the main objectives of the national educations which controlled totally by the state was to inculcate the values like patriotism to younger generations. History education for younger generations has become an important educational area to inculcate patriotism. On the other hand, patriotism is not idealized in the same way for each country. In this context, it can be said in general sense that different meanings to patriotism which means love of individual for his/her country were assigned. Thus, homeland and patriotism can be identified with the region in which national language spoken and political sovereignty exists, king or dynasty which assumes real representation of the country, political system, political institutions of the country and the country symbols. These different meanings for homeland and patriotism impressed history education and patriotism too. Educational, national and humanistic ideals and forms of governments keep an important place in these differences. Recently in the US, evaluating history education and patriotism in the light of Americanism, multiculturalism, citizenship and September 11th attacks is such a case. Then again in the Europe, there is a changing orientation in history education from homeland of nations to common European culture. As a result it can be said that patriotism in history education varies from country to country. Another important issue in terms of history education and patriotism is humanistic ideal and history methodology. In this context, general of the arguments from past to present are that patriotism in history education should be peaceful and not to inculcate hostility to other nations. As for history methodology, it is specified in the related literature that patriotism should not conflicted with scientific methodology. From the perspective of Turkish national history, in the nineteenth century, citizenship identity which developed with the edicts of Tanzimat and Islahat, in other words Ottomanism, influenced history textbooks. Policies of Islamism and Ottomanism which support Islamism has been dominated in the era of Sultan Abdülhamit II. Textbooks in aforesaid era were based on the dynasty and religion. In this era, school maps showing the boundaries of the Ottoman Empire became one of the main educational tool to inculcate patriotism. As to Second Constitutional Era, because of its patriotic structure, history education was also patriotic form. In this era, views on which put forward history education and patriotism were aspects of national, humanistic ideal and history methodology. It was expressed the ideas like history education should promote patriotism in term of national ideal; history education and patriotism should promote peace in term of humanistic ideal; and history education and patriotism should not be contrary to history methodology. With the Modern Turkish Republic, history education and patriotism was based on new values which include the new regime, country's certain borders, national history and culture. However, after 1930, loyalty for homeland differentiated in emphasis of certain historical periods. After World War II, works of international organizations have brought peaceful patriotism and democratic citizenship to history education in Turkey as well as in the world. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the history teacher candidates' efficacy in field training knowledge, one of the special field competencies. In this context, four universities' faculties of education were included into the research by using random sampling method. 2nd, 3rd, 4th and 5th grade 337 candidates who studying in these faculties' program of history teacher constitute the sample. In the study, as data collection tool, "History Teacher Efficacy in Special Field Scale" that is created by researchers is used. Scale consist of two parts; personal information of candidates and items related to the history teachers' specific field competencies. According to the results obtained from the research, history teacher candidates' specific field efficacy does not change according to gender, there is no meaningful differences in between order of candidates' department preferences and academic achievements but it was found to be significant difference between the mean of the candidates according to their grade level. It was seen that level of History teachers' perceptions of competence are overall "adequate" and it is demonstrated that the relationship between efficacy scores are positively moderate and highly significant. [ABSTRACT FROM AUTHOR]

This study is conducted in order to investigate the history teachers’ viewpoints related to the usability of memoirs as instructional tools in history lessons. In the study, which is conducted using descriptive analysis approach, typical state/durum sampling method, which is among purposeful sampling methods of qualitative research, is preferred. An open-ended question form prepared by the researchers is used as the data collection tool in the study. The data is analyzed, in accordance with the descriptive analysis approach, following these steps; (1) Creating a framework for descriptive analysis, (2) Processing the data according to the thematic framework, (3) Defining the findings (4) Interpreting the findings. As a result of the analyses, history teachers’ points of view on the usability of memoirs in educational process are interpreted under the themes “Having Knowledge”, “Positive and Negative Aspects”, “Usability in Accordance with Lessons” and “Available Dimensions”. Finally, history teachers’ points of view on the usability of memoirs in educational process are compared with related studies in literature and several suggestions are made on the issue. [ABSTRACT FROM AUTHOR]

This research has been conducted to reveal the metaphors of social studies teacher candidates about "History" concept. Within 2011-2012 Academic Year, Spring Term, 100 social studies teacher candidates at University of Gaziosmanpaşa, Educational Faculty, Social Studies Education Department joined the study as the research group. The datum of the research conducted as the social studies teacher candidates' completing the statement: "History is like …., because …". Phenomenon Scientific Pattern used with Qualitative Research Method's Content Analysis Technique to analyse and interpret the collected datum. The aim of this research is to reveal the perception of the social studies teacher candidates about History by using metaphors. Within the frame of this general aim, answers to the question: "By which metaphors are the perception of the social studies teacher candidates about History explained? investigated. As a result of the research, the rich metaphors created by the participants on the concept of history have been identified. Metaphors and metaphors created descriptions, revealed that students' perspectives structure of history, on the meaning and mission. Students have created a total of 62 different metaphor. Created metaphors are investigated under the 11 themes. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to investigate how the phenomenon of war was studied at the history books of secondary education. The method of the research depends on document analysis. For that reason, the history course books were investigated and the wars told in the books were determined. In the course book of Modern Turkish and World History, you can find wars and treaties. Establishment of Bolshevist regime led to new wars in the political history. In this book, it is likely to see something about World War II as well. Following the World War II, the cold war between Soviets Union and the USA had a great impact on era. The civil wars told in the Modern World History mostly intensified in the African countries. As for the twenty first century, the wars have mostly been realized as the civil wars and terrorism. [ABSTRACT FROM AUTHOR]

High school Revolution History course aims at introducing Kemalist system of thought to young people besides explaining the importance of the Republic founded and the revolutions introduced after the Turkish National Struggle. Aim of this study what are the views of history teachers and pre-service history teachers concerning the problems encountered in teaching the "Ataturk's Principles and History of Revolution" course and solution offers for such problems? Survey model was employed in the study. Consisting of problems encountered in teaching the "Ataturk's Principles and History of Revolution" course and solution offers for such problems, a surwey was prepared after literature review, pre-questionnaire study, and taking the opinions of teachers and experts in order to determine the views of teachers and pre-service teachers. The universe of the study consisted of Revolution History teachers working in the central district of Izmir province and the pre-service history teachers studying at Dokuz Eylul University Buca Faculty of Education. The sample of the study was selected 50 history teachers and 50 pre-service history teachers. The revision of results demonstrates that both teachers and pre-service teachers attribute problems to external factors (but not to themselves). While pre-service teachers mostly attribute problems to teachers, teachers think that problems arise from curriculum. [ABSTRACT FROM AUTHOR]

In this research instead of the courses covered by traditional method in a way that centers the teacher and text book, the courses covered through the activities based on the local history and its resources which are at the same time the important elements of new history teaching approach is aimed. In this research "experimental design with pre test-post test paired control group" has been used as research design. The research has been performed in Bornova College High School which is within the borders of İzmir, in spring semester of 2011-2012 academic year and with 10th grade students. The data were obtained through "Attitude Scale towards History Course" and "Interview Form" developed by the researcher. At the end of the research, covering the courses through the activities based on local history and local history resources have been seen to be more effective than the traditional method to increase the attitudes of the students towards History course. From the interviews held with the students the results have been reached that support the findings obtained from the attitude scale. In line with the results of the study various suggestions have been offered to generalize the usage of local history and resources about it. [ABSTRACT FROM AUTHOR]

The aim of this study is to evaluate the publications on history education made by UNESCO from the date of its establishment to nowadays. These publications include published articles, books, reports, and documents which are available on its web site. The present study examined 264 publications on the history education by UNESCO. In this descriptive study, the publications were analyzed according to their publication years, kinds, themes, and geographical scopes. Moreover, the content analysis was also used to analyze these publications. Results revealed that the history education publications were related to several main themes such as instructional materials, historical topics, and interdisciplinary history teaching. The rate of publications pertaining to history textbook is approximately 25%. The main geographical scope of the publications is Europe with 25 percentages. The scope of these publications was largely concerned with western countries as USA and France. In conclusion, even the UNESCO seems to have a world institution characteristics, it concentrates on Europe in terms of history education. However, the UNESCO has not recently given great importance to the appearance of the world and national histories in history textbooks compared to its early years. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the perceptions of students' identity and history. Work carried out at the University of the Caucasus in the second period of the academic year 2012-2013. Studying in a classroom teacher to work in the department participated in the first and fourth grade teacher candidates. Model is a qualitative research study. For this purpose, pre-service teachers were asked to answer seven questions to open-ended questions. Considering the results of the research teachers has identified a wide range of Turkish identity. More positive perception of the Ottoman Empire by classroom teachers. In addition classroom teachers have been emphasizing the importance of values in a society together. Maximum percentage of teacher candidates emphasized dangerous state is United States and Israel for Turkey. Classroom teachers chose to Azerbaijan friendly state to Turkey. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the opinions of History teacher trainees on the functionality of Ottoman Turkish lessons during their undergraduate education program. The study population comprised of senior students of History Teaching in Kazİm Karabekir Faculty of Education at Atatürk University, Turkey. The study samples comprised of 24 randomly-selected teacher trainees. The study used a semi-structured qualitative interview methodology. Data were analyzed via content analysis. Most participants, whether interested in Ottoman Turkish or not, think that the teaching of Ottoman Turkish is necessary, and believe that it may be functional in their career. However, the teaching of Ottoman Turkish to teacher trainees causes some practical problems. Solving these problems will make the teaching of Ottoman Turkish more functional. [ABSTRACT FROM AUTHOR]

The purpose of this research is to examine and evaluate new approaches on writing history textbooks in the light of the recent developments that took place in the developed world and to make recommendations for Turkish history textbooks. The research was conducted in 2011, which included examination of national and international literature concerning history textbooks writing processes. In the light of the given data, the following factors were revealed as having effect on writing history textbooks: Changes in presentation of historical factual knowledge, historical thinking skills, constructivist approach in the teaching of history, gender, controversial issues, democracy and developments in human rights. Examining the Turkish history textbooks in the light of the above factors, it can be said that there are im portant drawbacks in the Turkish history textbooks. To increase quality of the Turkish history textbooks in Turkey, the above factors should be taken into consideration in writing history textbooks. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine students' opinions about the concept of war. A twenty-four item questionaries was prepared for the study. In this survey, averages of student responses about the concept of war was determined. However, the differences between genders and school types regarding the concept of war estimated. The research was completed in the department of Education Guidance and Counselling students Faculty of Education, students in the department of History, Faculty of Literature and sciences, Department of Economics, Faculty of Economics and Administrative Sciences and Religious Culture and Moral Knowledge, Faculty of Theology. With the results of the study related to X2 singificant differences were observed in three items in terms of gender and singificant differences were observed in nine items regarding school types. [ABSTRACT FROM AUTHOR]

The aim of this work is to determine the high school students' perceptions about concepts of History lesson and to offer precautions to be taken to increase students' perception levels. The empirical data gathered from tenth grade students of different high school types of Zonguldak province. Two different tests, the concept success test and the concept matching test, which was prepared for the research applied to 767 students. The empirical data analyzed with SPSS statistical software. Frequency and percent statistics were used to determine the descriptive qualities of the students, average and standard deviation statistics were used to determine the students' concept success points, T-test one way Anova test and Chi-square test were used to investigate the level of concept matching and concept success test according to students' descriptive qualities . At the end of the work, the results of the research are displayed. The level of students' concept success and concept matching was very low and there was a significant differentiation at the success levels among high school types. The success level of vocational high school was quite low considering with the general high schools. In addition to this, there was a significant differentiation at the level of student's concept success and concept matching according to student's genders and settlements. [ABSTRACT FROM AUTHOR]

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]

Overhangs the throne of the sultans and the deaths of our literatüre, circumcision ceremonies of princes, important Works of construction dates, event affecting society, such as the conquests account is written with "numerological" This study described the development process by reducing the tradition history poems of Nedim and Sheikh Ghalib were compared in terms of subject and form [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]

Türkiye'de tarih öḡretimin en önemli sorunlarının tarih öḡretim programının geçmiş versiyonları ile öḡretim uygulamalarında karşılaşılan çeşitli problem ve yetersizlikler olduḡu bilinmektedir. Benimsenen yaklaşımlar ve içerik seçimi, literatürde programla ilgili en önemli sorunlar olarak deḡerlendirilmektedir. Yeni tarih programının hazırlanması ve planlanan uygulamasındaki en temel amacın, tarih öḡretimi ile ilgili olarak yukarıda belirtilen sorun ve yetersizliklerin üstesinden gelinmesi olduḡu düşüncesine dayanan bu çalışmada eski ve yeni ortaöḡretim tarih programları incelenerek çeşitli acılardan karşılaştırmalar yapılmaktadır. Araştırmada nitel doküman analizi yöntemi esas alınarak lise tarih programının eski ve yeni versiyonları literatür taraması sonucunda belirlenen çeşitli ölçütlere göre betimsel içerik analizine tabi tutulmuştur. Çalışma bulguları, yeni programın küçük bir grup tarafından hazırlandıḡını, bu süreçte farklı kesimlerin ve bakış açılarının dikkate alınmadıḡını ve bunlardan daha önemlisi önceki programda gözlenen sorun ve eksikliklerin birçoḡunun uygulamadaki yeni versiyonda da varlıklarını sürdürmeye devam ettiklerini göstermektedir. [ABSTRACT FROM AUTHOR]

The studies on folklore in Turkmenistan had begun in the Tsarist Russia. The first compilations on verbal culture of the region were done by Tsarist scientist in line with the cultural politics on Turkic communities of Tsarist Russia. A. N. Samoyloviç who was a student of W. Radloff and V. V. Barthold has developed an interest in history, language, literature, and particularly folklore of the Turkish tribes. He even organized several trips to Turkmenistan in order to observe the Turkish communities and collect data for his studies. Samoyloviç got the opportunity to observe and compile verbal cultural elements such as prov erbs, folktales, legends, and folk poems. In addition, Samoyloviç met Hocalı Molla during these trips that would accompany and help him to collect important information and data in his later studies. This study evaluates works done by Somoyloviç and Hocalı Molla on the folklore of the Turkmen. The results confirmed that the first and important studies on Turkmen culture had been done first by A. N. Samoyloviç. Hocalı Molla had also been a paramount importance in the history of Turkmen folklore research not only because he had helped Samoyloviç in his studies, but his research on the same topic had been of significant importance. [ABSTRACT FROM AUTHOR]

The case of history teaching will stated in Turkey in the period of the 1939- 1945 in this researchment. From 1939 to 1945 historical education and historical studies in Turkey, the approachmants of politicians on this subject, the historical textbooks and the history syllabus that taught in primary and secondary schools in the war years, the opinions about the historical education in the periodicals will be evaluated in this context. The official publications related to historical education in this period, historical resourches, government programs and the opinions and activities of politicions on the historical education, periodicals will be benefited throughout the researchment. It will be explained that both the effects of the Second World War and the education and cultural policies of Inönü period will exposed our country historicism in this researchment. [ABSTRACT FROM AUTHOR]

In the digitalized world, is it satisfactory for younger generations to learn world and its problems on the basis of a basal textbook among four walls of their classrooms? The internet and web sites are affecting all dimensions of our life very deeply. These innovations has changed the teacher's professional behaviors and instructional techniques in the modern classroom. After 1990's, the American Memory Project by the Library of Congress with its huge sources of primary and secondary materials began to affect the social studies education on both USA and other countries. The aim of this article is to introduce the American Memory Project conducted by the Library of Congress and its influence on social studies education. For this, I used document analysis method. In sum, this project can be a good example for Turkish libraries and schools on the way of partnership to teach social studies and history in the 21st century. [ABSTRACT FROM AUTHOR]

Using first-hand documents in history lessons is very important. One of the targets that the history lessons is to achieve is the comprehension and interpretation of those documents by students. In this study, 132 primary teacher candidates are asked to read and interpret various documents. Doing a descriptive study, data is gathered by hermeneutic method. In the analysis of the data, frequency charts of the clauses are composed. It has been noticed that hermeneutic approach has positive effect in history lessons. It is understood that the teacher candidates are fairly successful in interpreting clues, events and documents, filtering opinions, making inference and paraphrasing what they understood. That should be useful to do studies like this and similar to this. [ABSTRACT FROM AUTHOR]

An analysis of patronage character is of vital importance for proper understanding of the Anatolian Seljuk art. There Are several reasons as of religious, social and political origin encouraged the Anatolian Seljuk patronage to raise buildings. In any case, the concern for building constructions were mostly incurred from a number of reasons rather that a single one. Among them, the political career of patronage had been the primary one. It is also remarkable that architectural artifacts of Anatolian Seljuki patronages had been used as political arguments. The testimonies reflecting political scrambles of Anatolian Seljuki patronages had been frequently blundered on epigraphs and Vakfiye of the period involved. In this study, paralellisms between political career and architectural activities of patronage of the Seljuk period are discussed in the light of some examples. [ABSTRACT FROM AUTHOR]

Kerkuk and Musul which are in the Iraq geography that is an important region of Middle East, were under the reign of Turks for centuries. Turks performed a successful and peaceful administration in this region which is a Turkmen city and in which Turks settled. Information about administration the name "Musul", the city, the historical geography, Musul under of the Ottoman State in the second half of 19th century and sanjaks, especially Kerkük, countries and boroughs of Musul will be given. Musul, Kerkük, Sincar and Süleymaniye Sanjaks, and the historical geographies, land features and administrative structures of their countries are also important. Ottomans classified the communities they administrated only as Muslims and non-Muslims. Where as today westerners divide communities into tens, sometimes hundreds of ethnic groups in many regions of the world. Thus They manage to drag them in to interiors quarrels, even wars. Musul, Kerkük region has a rather valuable place in terms of Turkish history. This region was an important base during the period when Turks made Anatolia homeland, especially after the acceptance of Islam. In the course of Turks' inclination towards the west, Musul and Kerkük region, which was on the way, also became a Turkish homeland while the Seljuks made Anatolia a Turkish homeland. After the Great Seljuk State, many Turkish states such as Iraq, Seljuks, Zengis, Erbil Atabeylik, Karakoyunlus and Akkoyunlus and Safevis reigned in Musul region until the region was under the rule of Ottoman State. The Turkish domination was made stronger during the reign of Kanuni Sultan Süleyman (1520-1566) in Musul and its periferies, which was had been ruled under Ottoman State by Yavuz Sultan Selim in 1517. Musul under the rule of Ottoman State was surrounded with Iran in the east, Diyarbakır in the north, Bagdat in the South, Damascus in the west, and Halep and Zûr Sanjak in the north-west. Kerkuk and Musul region have a rather warm climate. It is a suitable land for many different agricultural products to be produced and for stockbreeding. Many rivers such as Dicle, Huser, Hebzel, Zap and Gazer exist in the region, and this provides the economical life with many contributions. Besides, it is quite a rich region in terms of underground sources, especially petrolium. Kerkük and Musul will be searched in terms of their features from the historical geographical point of view; the city, population and administrative structure and works that are important from the Turkish historical point of view will be stated. [ABSTRACT FROM AUTHOR]

In 1878, very serious political and social problems emerged in Bosnia and Herzegovina having been occupied by the Austro-Hungarian Empire. The foremost one of those problems was the immigration which had started right after the occupation and had lasted for ages. Due to the immigration, the demographic structure of Bosnia and Herzegovina had turned to Bosnians' disadvantage. Bosnians firstly had immigrated to Turkey and many other countries following the occupation. It can be claimed that the invader, The Austro-Hungarian Empire, had not put into practice any important policies related to stop the immigration; even they had observed the abandonment of Bosnians. Although the occupation in Bosnia and Herzegovina is possibly based on various reasons, it can be affirmed that the main reason of it was the unfavorable political atmosphere and the bad administration related to it. The immigration problems in Bosnia and Herzegovina can be possibly followed from the press of the period. One of them is 'Vatan' newspaper printed in Turkish. On account of the fact that different articles and letters related to the immigration were printed on 'Vatan' newspaper. Despite the fact that the efforts which were put forth for preventing from the immigration were all remarkable in almost all of the articles and letters, apparently the related important sources have not been referred to up to now. [ABSTRACT FROM AUTHOR]

From the first years of the Republic until today, a great importance has been attached to Art History. For this purpose, Art History syllabus was prepared for the use of secondary schools. These syllabuses have been prepared since 1949 is the main subject of the study. The research in this study is based on literature review of the syllabus of art history courses in detail. In the second stage of the study, the programs were compared in terms of contents, methods, class levels; teaching staff, weekly lecture hours and being a compulsory/elective course and recommendations were made. In this respect, the determination of historical development of art history syllabus in secondary schools and drawing attention on the problems encountered with were intended. [ABSTRACT FROM AUTHOR]

The period which starting with being decleared the Edict of Tanzimat, is the starting of a very important process in the Ottoman Empire's history. Because "Ottoman Yearbooks" which is including all events (like economical, agriculturel, historical, scientifical and culturel) of a year or a few years briefly and named "Salname" started to be preapeared by the state. While this article is explaining the importance and contribution of the Kastamonu Yearbook dating with H. 1288 (M. 1871) of Kastamonu province in appreciating the history of Kastamonu, in its entrity; at this time in this study, the structure of administration, population, education, healthical and economical activities in Kastamonu province will be presented in the light of the data that took place in the Kastamonu Yearbook dating with H. 1288 (M. 1871) of Kastamonu. [ABSTRACT FROM AUTHOR]

This study was conducted to determine opinions of the students studying history on knowledge sources and their use. The population of the study was the history department students in Turkish universities, and the sample of the study included 217 4th grade students studying history at nine Turkish universities. The study is in scanning model. Theoretical basis was formulated making use of relevant literature. A questionnaire was developed to collect data. The findings gained about the matter were interpreted in tables with the help of SPSS program. Analyses included variance test, t test values, significance test and independence degree of differences between opinions. In the light of the findings gained from the study, some suggestions about the matter were made in the conclusion section. [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]

In the process of construction of nation-state form, history education is used widely in the world. To legitimize all actions, politicians and statesmen emphasized on continuity in the past. Globalization movement brings into question history education. Under the arguments it is proposed an education creates European identity, local identity, universial identity instead of national identity which is one of the most important aims of classical history education. This suggest causes a lot of problem in Turkey comparing with other countries. It is clear that this practice intends different aims. [ABSTRACT FROM AUTHOR]

Local history regarding history of ordinary people was given attention after the Second World War. Through local history, life and position of ordinary people in the past such as fisherman, retired teachers, farmers, merchants etc were investigated. Although local history is a research method in history, it is also a teaching approach in education activities. Local history provides many advantages in teaching activities some of which are as follows: bringing history to present day, teaching history in a simple way and teaching history in an active way. The purpose of this paper is to introduce the life, personality and books of Hasan Umur. With this in mind, first of all, the importance of local history is explained. Secondly, information about Hasan Umur will be given. [ABSTRACT FROM AUTHOR]

Şüregel/Şirak, our research field, is significant since it is the Eastern gate of Anatolia. It is one of the first haunts of those who come from East. For this reason, a number of nations fought in order to dominate the area. In the struggles of different nations for this dominance, we witness that the natives had lived a process of choice. This process resulted in the dynastic feuds. As regards to its situation, the significance of the district increases. Consequently, it is also very important for Turkish history. In our study, the origins and influences of the nations, which settled or passed by, throughout the history of the prehistoric period and Middle Ages will be analysed and the significance of the historical missions of the district will be taken into consideration. [ABSTRACT FROM AUTHOR]

Şu Çılgın Türkler that arises from the historical truths and written as a paralel to this is a novel which is widely read in Turkish Literature. Published first in 2005 and reached its 343rd publishing around 2007, the novel was prepared under the light of real personalities and events. The character board of the novel is also large so that every reader from all age level could read and learn the historical truths. In this large character group, it is possible to see people and events occurring around them not only from Anatolia and İstanbul but also all around the world. In our study we targeted to find out whether the heroes of Erzurum suited to historical truth. [ABSTRACT FROM AUTHOR]

Today, libraries of Uzbekistan houses numerous manuscripts belonging to the middle Asia Turkish History. Written by the distinguished historians like Şir Muhammed Munis, Muhammed Rıza Agehi and Yusuf Beyani; these historical masterpieces are essential due to their various features. These historians, contiuning the work of each ather, created masterpieces such as "Firdevsö'l-ikbal", "Riyâzö'd-devle", "Zöbdetö't-tevârih", "Câmiö'l-vukuâti's- sultanî", "Gölşen-i devlet", "Şahid-i ikbal", " Şecere-i Harezmşahî" and "Harezm History", about the incident that took place from the second half of the 17 th century to the early 20 th century in the Khive Khanate. These historical works written at the beginning of the 19 th and 20 th centuries have many characteristics which throw light on the middle Asia Turkish History. They potray a detailed description of the events which took place particularly since the reign of the Kongrat Dynasty. In this study, besides giving a comprehensive insight about the writers and the work mentioned many aspects of the political, economic and cultural life of Khive Khanate will be presented. [ABSTRACT FROM AUTHOR]

The Ataturk Principles and Revolution History course is a compulsory course in the higher education institutions. There are some problems faced in the Ataturk Principles and Revolution History course which aims to introduce and evaluate the principles and revolutions of Ataturk who is the founder of the Republic to explain in which conditions the republic was established and the continuation of the republic to the youth. ı n this study, the student views of the problems faced in Gazi University students' of the Ataturk Principles and Revolution History course were aimed to be identified. [ABSTRACT FROM AUTHOR]

The quality of the nature of historical knowledge also has influence on the quality of history teaching. Historical knowledge is the knowledge of people's activities in the past. In order to understand the historical knowledge, students must be reconstruct it. [ABSTRACT FROM AUTHOR]

In our country, different investigations and researches have been made on the subject of Turkish grave stones articles published have been in various periodical papers nowadays and in past. But it was not sufficient and it is so yet. There are quite much grave stones which are still unknown. Also, in order to set the subject on a solid base, the historical development has been studied here without entering into the depth of the matter. It is known that erecting gravestones are a very old tradition stretching back into periods preceding writing. [ABSTRACT FROM AUTHOR]