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A feature of the concept of “minorities” is the invisibility and stigmatization of communities, more so within the idea of the nation. This article analyses the representation and construction of the concepts of “Europe”, “Nation” and “Minority” in eight German, Turkish and Spanish secondary school history textbooks, particularly 16th-21st century (7th-10th grade). In times of strengthening nationalism, it is also discussed here whether the representations convey essentialist ideas and imperialistic structures hidden between the lines, or whether they reflect the concept of “minorities” as a component of a pluralistic and hybrid European society. The research is divided into two areas: A comparative quantitative research will be carried out on the representation of 'minorities' in German, Turkish and Spanish history textbooks and a qualitative hermeneutic analysis. Key findings indicate that each country predominantly imparts a history curriculum with a strong national focus, with the pronounced emphasis found in Turkish history textbooks. European-centered history is often portrayed and based on myths as emblematic of modern civilization in comparison with other civilizations or countries, especially in Spanish and German history textbooks. Similarities in the portrayal of “minorities” tend to be either nonexistent or negative, further reinforcing a sense of belonging for national identities. [ABSTRACT FROM AUTHOR]

Throughout Turkey's geography, migration has been an immutable reality and an essential part of its presence. Anatolia, the geography of civilizations shaped by migration, has not only been the destination of migration but also the path of migration. It has contributed along with the push and pull factors for migration movements at different times. The concepts of migration have become more prominent in academic literature, especially after the Syrian Civil War outbreak in March 2011. The prerequisite for living in peace with millions of refugees, who were supposed to be guests at first, but now seems permanent in our country, is to eliminate xenophobia. Xenophobia can only be combated with an essential humanistic attitude, which politics must support. Education is the most important means of achieving this humanistic attitude, and teaching history is one of the most appropriate subjects for eliminating xenophobia in education, which can help build a culture of coexistence. Therefore, the historicity of migration that is equated equating the historicity of migration with the history of humanity and representing migration with an emphasis on the humanistic side of it in history textbooks could be constructive ways to combat xenophobia and promote a healthy community life through education. The aim of this study is to analyze the level of representation of migration and relevant concepts in 2018 and 2019 compulsory high school history textbooks published by the MoNE (The Turkish Ministry of National Education). Based on this study's findings, it is recommended to improve the quality and quantity of the representation of migration and relevant concepts in the history textbooks for the youth to develop a sense of empathy with migrants on the threshold of adulthood. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article explores the teaching of Ottoman history and the image of the Ottomans through a close and critical reading of Malaysian secondary history textbooks used between 1989 and 2022. It argues that Malaysian secondary history textbooks focus mainly on the political and military aspects of sixteenth-century Ottoman history. They do not, consciously or subconsciously, make detailed reference to political and socio-economic turning points in nineteenth-century Ottoman history. Sejarah Tingkatan 2 (History: Form 2), one of the history textbooks examined in the article, exceptionally discusses the impact of Ottoman pan-Islamism and Turkish nationalism on the political and religious thought of the Malays. Nonetheless, history textbooks published after the 2000s have not touched on these important issues. In history textbooks, the Ottoman Empire is regarded as one of the significant states of the Islamic world; therefore, Ottoman history is analyzed within the framework of Islamic history and Islamic civilization. The portrayal of Ottomans is positive and favourable. There are no distortions, biases, or stereotypes concerning Ottoman history in Malaysian secondary history textbooks. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this research is to evaluate the online history courses conducted in the emergency remote teaching process in Turkey from the perspective of high school students. The study group was composed of 193 high school students from different types of high schools in Aksaray province of Turkey. In the study, the case study method, one of the qualitative research methods, was used. The data were collected using a personal information form and a semi-structured interview form developed by the researchers. Within the framework of the research, the obtained data were analyzed via content analysis. The codes, themes, frequencies and direct quotations from the participant's views were expressed and evaluated. The results of the research showed that in the emergency remote teaching process, online history lessons were mainly carried out through the Educational Information Network (EBA) and ZOOM digital platforms, the microphones of the students were usually turned on and the cameras were kept closed during the online lessons, the teachers mostly used the conventional lecturing method, and utilized the teaching materials such as maps, various visuals and videos. It was also revealed that students were mostly assigned for answering questions, watching videos and preparing for the subjects, and students' success was mostly assessed and evaluated through exams, class participation and performance assignments. [ABSTRACT FROM AUTHOR]

This study investigated the learning styles of history students depending on some demographic variables. The sample consisted of 1849 students from seven history-teaching (n=875) and eight history departments (n=974) of ten universities in different regions of Türkiye. Data were collected using a personal information form and the Kolb Learning Styles Inventory (KLSI-3). According to Kolb's classification of four learning styles, participants had assimilating, converging, diverging, and accommodating learning styles, respectively. According to Kolb's classification of nine learning styles, seven in ten participants had balancing, reflecting, thinking, and analyzing learning styles. The study investigated whether the variables of "university," "major," "gender," "age," and "grade level" affected participants' "learning modes" [concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), active experimentation (AE)], "perceiving information" (CE-AC), and "processing information" (RO-AE) scores. The results showed that the variable of "university" affected what learning styles participants adopted. Participants from seven universities adopted balancing learning styles, while those from the other universities adopted reflecting learning styles. The variable "major" affected participants' CE, RO, and AC scores. The variable "gender" affected their RO, AE, and "processing information" scores. The variable "age" affected their CE, AC, AE, and "perceiving information" scores. The variable "grade level" affected all their scores except for nine learning styles and CE. [ABSTRACT FROM AUTHOR]

This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk's Principles and History of Reforms (APHR) course also fail to include controversial historical issues and does not adopt a multiperspective approach. Thus, a vital question has emerged: Is the APHR a course that serves to develop universal values such as respect for differences, a culture of inclusion, and support for democracy, or does it continue to be used solely as a tool for reproducing national values or more precisely, the dominant groups' values? This question reveals the significance of developing a HE curriculum in Turkey and elsewhere that reflects current realities and also supports intercultural dialogue. [ABSTRACT FROM AUTHOR]

Within the scope of the study area to strengthen the creative process of the transmission of intangible cultural heritage through teaching practices which UNESCO emphasizes, in this research, it is aimed to develop content for learning processes enriched with context-based questions that can be used in high school geography and history lessons based on the meta-program model and to explain the procedures that can be performed in this process. This research is a longitudinal document analysis study constructed in a qualitative research design. The achievement of to be able to explain the intangible elements representing Turkish culture within the framework of the legitimacy source of power (Kök-Tengri faith and Kut) theme, which is determined to be organized as an interdisciplinary behavior content in geography and history instructional programs, was chosen as the research unit. The stated achievement was analyzed within the framework of knowledge and cognitive process dimensions, transformed into goal-behavior statements and associated with context-based questions. On the basis of the processes in this research, new studies can be conducted in which intangible cultural heritage elements will be integrated with international competence frameworks and integrated into instructional content designs. It is thought that these studies will strengthen the transmission of the intangible cultural heritage to the younger generations through the curriculum and the textbooks resulting from these programs. [ABSTRACT FROM AUTHOR]

This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised. Having described the historical and political context for the only curriculum revision occurred in 2013 concerning a non-Muslim community, the Assyrians, the article demonstrates that specific discursive strategies are used to position the Assyrian community in relation to the favourable national self-image, rather than a fixed categorization for non-Muslim communities. Adopting the methodological framework of critical discourse analysis, the author examines the portrayal of the Assyrian community in the secondary school Turkish history textbooks taught over the last three decades and identifies how the topoi of justice and tolerance, as well as allegiance and betrayal allow a particular group to be a member of the larger body of 'acceptable citizens.' [ABSTRACT FROM AUTHOR]

This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians. [ABSTRACT FROM AUTHOR]

Effectively teaching the subjects of the National Struggle is very significant in the students gaining awareness of citizenship and forming their national identity. Thanks to this subject, it is aimed to educate students as effective citizens who know their duties and responsibilities towards the Republic of Turkey and make these as their behavior. In this direction, the aim of the research is to reveal the views of secondary school students about the National Struggle period. The study group of this research in which the qualitative research method is used, consists of a total of 70 students, 32 of whom are women and 38 of whom are men, who are studying in different secondary schools (Vocational High School, Anatolian High School, Imam Hatip High School) of Ministry of National Education in Antalya province in the first semester of the 2020-2021 academic year. An easily accessible sampling method was used in the research. This sampling method was chosen because the research was conducted during the epidemic period (considering that face-to-face interviews were not possible and online interview opportunities were limited for students). The research data were collected with a questionnaire consisting of 6 open-ended questions created by the researcher. The data obtained from the research were analyzed by descriptive analysis. When the results of the research are evaluated in general, it can be said that the students in the study group said the National Struggle period was one of the periods they wanted to live in among the historical periods, they looked positively towards living in the National Struggle period, as the people they wanted to be in this period, they said the names of those who directed the National Struggle, and they expressed more of good events for the period and they had positive opinions about the importance of the National Struggle period [ABSTRACT FROM AUTHOR]

Many individuals have been considered in disadvantaged group status due to their specific qualities. These individuals' participation in educational processes requires a special effort. This study is to evaluate history curriculum in theory in terms of disadvantaged groups and to learn history teachers' opinions considering their approaches and experiences towards the disadvantaged groups in practice. The study adopted qualitative research method and it was designed as case study. Firstly, history curriculum was examined and the statements about disadvantaged groups in the curriculum were explained via descriptive analysis. Then, 11 history teachers were interviewed in 2019 with the semi-structured interview form developed by the researcher and the data obtained were analysed via content analysis. It was found that history curriculum included indirect emphases about the disadvantaged groups and history teachers were given the responsibility for the inclusion of students with different qualities in learning processes. It was determined in the interviews carried out with teachers that they had limited knowledge about the disadvantaged group and the individuals in this group, what they understood from the concept was multi-cultural individuals and the disabled, communication was the biggest problem experienced with the disadvantaged students, and teachers carried out mostly student-centered activities in order to overcome such obstacles. Disadvantaged status is not a condition that is usually in an individual's power. Ina addition to this, education is the right of these individuals. The disadvantaged students must be enabled to engage in educational processes more effectively. History courses are the available field in this regard. Studies must be carried out about the effective and active participation of disadvantaged groups in history education activities. The good examples in Turkey and in the world must be followed and the researchers and educators must gain an access to these examples. [ABSTRACT FROM AUTHOR]

History in the public sphere is, often, the prevailing interpretation of certain historical events – an interpretation that lacks richness and a multifaceted approach. This is, of course, mirrored in history in school. Adem Artam from Turkey, shares how he addressed this issue by developing a lesson plan on the 18th century ‘Tulip Age’ (1718-1730), a time which has been generally known and taught as a period of pleasure and entertainment in Ottoman history, by enabling his students to see that the period did not only comprise of these features but also from important scientific, cultural and artistic developments that took place during this period. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of History Studies (13094688) is the property of History Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ahmet Cevdet Pasha, who had been in important positions in the Ottoman Empire in the 19th century, is a historian, jurist, educator, linguist and poet as well as a statesman. There are very few people in Ottoman history who carry all of these features together. In this respect, many researches have been done about Ahmet Cevdet Pasha up to the present day. Studies carried out in different fields with each passing day about him, are showing that these investigations are not yet completed. Ahmet Cevdet Pasha, who carries on many features, is one of the most important chronicler and historian of the Ottoman Empire in 19th century. Due to a great number of Ottoman historians are state chronicler, they usually deal with events in chronological order. Ahmet Cevdet Pasha is one of the few Ottoman historians who can go beyond this, use his own opinions about the causes and consequences of the events and take criticism as a method while deciding upon the sources. Ahmet Cevdet Pasha's studies and publishings in various fields affected his titles as historiographer and history educator positively. Having a multidisciplinary approach, Ahmet Cevdet Pasha brought a new understanding to Ottoman historiography and was in the struggle to deliver a philosophy of history and methodology. In this study, Ahmet Cevdet Pasha's historiography and his opinions on history education and history teaching will be discussed. [ABSTRACT FROM AUTHOR]

As a result of developments in public education in the nineteenth-century Ottoman state, pedagogic professionalism began to direct school studies by setting scientific discourse against conventional epistemology. However, the strong conviction that the late Ottoman Empire was secularised progressively over years leads to the neglect of the tensions and conflicts in active authorship, and nullifies the role of textbooks as battlefields for ideologies. This article examines the tensions and resistances to modern knowledge that were deemed to be transferred in a smooth transition from the old to the new epistemology, in the history of education literature. The article discusses the discursive views in the general history textbooks. The contrasting conceptions of history, the first man, civilisations and tribal societies demonstrate the failure to form standard school knowledge in the Second Constitutional Period. [ABSTRACT FROM AUTHOR]

Any attempt to map in Turkish historiography the presence of Salonica as a predominantly Jewish Ottoman city is bound to end in frustration due to a general lack of interest in the topic. This is strange if one considers that during the last decades of the empire, Salonica was by far its most active city after Istanbul, which was an unrivaled center of cultural, political, economic, and social modernity. The present situation stems from the reduction of Salonica to the status of a city lost to the Greeks, a vision that further occults the Jewish dimension of its identity and destiny. As such, there is little that connects the history of the city to mainstream Turkish history, other than the fact that it was the birthplace of Mustafa Kemal Atatürk. Turkish historiography has stripped Salonica of its historical identity and reality to turn it into yet another 'Turkish' city lost during the debacle of the end of the empire. The steamroller of national(ist) history has thus flattened the city's complex and multilayered past into the grand narrative of the Ottoman Empire as a Turco-Islamic state. Apart from translations of the few Western sources that tell a different story, Turkish historical studies have failed to produce any original work on the subject; even worse, some of the rare works that do exist tend to concentrate on a pseudohistorical and populist account of the Sabbatean community as (yet another) fifth column targeting the integrity of country and nation. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Culture & Haci Bektas Veli Research Quarterly is the property of Turkish Cultur & Haci Bektas Veli Research Quarterly and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Education & Science / Egitim ve Bilim is the property of Turkish Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive educational changes, including the alterations of primary social studies and secondary history curricula. The major goal of the preparation and projected practice of the new history curriculum is to overcome the problems and deficiencies of history teaching. This paper examines the documents of the new Turkish secondary school history curriculum and compares it with the previous state of history teaching in the country. A qualitative document analysis technique was employed to descriptively examine the content of the curriculum documents. It has been found out that most of the problems and deficiencies observed in the previous versions have still been existent in the current one. [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]

This paper studies innovative approaches and challenges to teaching the state required common core course of the history of the Turkish Revolution. The Turkish state believes that teaching the Turkish Revolution to the younger generations helps to spread the ideology of the Turkish Republic. The paper summarizes the history of the course since the foundation of the Turkish Republic and critically discusses its ideological foundations and changes in its methods and premises over time. Teaching a state-required course creates several problems such as lack of student interest and limited exposure to the history of contemporary Turkey. In order to deal with these problems, teaching techniques have been adopted from the New History approach and improved the required curriculum. [ABSTRACT FROM PUBLISHER]

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 recent years, the curriculum programs have been changed dramatically in Turkey, as part of a comprehensive reform initiative. The history curriculum for secondary schools was subjected to this transformation as well. This study examines the curriculum reform in terms of teacher autonomy, a key-concept for the comprehension and improvement of the teachers' role in education. The study aims to analyze whether the change in the curriculum has brought any significant innovation regarding the teacher autonomy. According to study's findings, the new history curriculum fails to construct a new framework that is able to provide to teachers a broad sphere of power and autonomy which could allow and encourage them to assume a greater role in the curriculum planning and implementation. This situation is evidently in contradiction with the main reform's goals such as the development of student-centered teaching methods focusing on the needs, interests and demands of the students and considering their diversities. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources.They constructed these illustrations by using visual and written primary and secondary sources in two different history courses; data in this study were collected using a qualitative action research approach. A sample of drawings which demonstrated sufficient historical and visual thinking skills was selected for analysis. These data were analysed using predetermined criteria based on the processes of historical and visual thinking. Results show that drawings are an effective way of accessing pupils' historical thinking and that art work which visualises the past supports historical problem solving. The purpose of this paper is to understand how images as historical sources are transformed into images as products of the process of historical thinking. The study focuses on how pupils can, through historical thinking, translate visual sources into pupils' illustrations of past events. First, the relationship between visual thinking, visualisation of the past, and historical imagination was studied. Then historical illustrations constructed by the students were analysed to try to understand how the process of visualisation relates to the process of learning in history. [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]

Primary sources help us to visualize the past, bringing it into the present day. Primary sources are multifarious: they can be illustrations, original texts, maps and examples drawn from real-life events, all of which are important components of history textbooks. In order to use these sources, students can develop different skills, such as critical thinking, the ability to assess different views and the ability to think empathetically, all of which are crucial attributes in a democratic society where primary sources are to be used. To benefit from primary sources, history teachers and students must know how to use these sources effectively. However, it is a generally held belief that some Turkish history teachers do not use primary sources in history textbooks effectively. Th e purpose of this paper is to elicit history teachers' perceptions about primary sources in history textbooks. A qualitative approach was used in this study in order to gather data in response to the research questions, and the information itself was secured through a semi-structured interview. History teachers who joined this study were chosen from the province of Trabzon through random sampling. In the light of the data, it seems that the majority of history teachers do not know how to use primary sources presented in history textbooks effectively. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Türk Dünyası Araştırmaları is the property of Turk Dunyasi Arastirmalari Vakfi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social Studies course aims not only the socialization of children but also providing them with some vital skills. And it is obvious that such aim can not be achieved only via the transfer of information and values. Taking as basis the USA practice, Social Studies course was started to be taught in primary schools of Turkey in place of history and geography courses in 1968. However, social studies course was based on the heavy transfer of information and values rather than provision of skills until 2005. In this context, as history was taught in a way that was irrelevant with the daily life of children, rote learning turned into an inseparable part of this course. By means of 2005 Social Studies curriculum, textbook-based teaching was replaced by activity-based teaching. The objectives of history course were reviewed and a history teaching approach aimed at providing vital skill was adopted. New curriculum presents a history course that teaches history by taking into consideration the factors such as children and their interests, parents and neighbourhood. [ABSTRACT FROM AUTHOR]

Copyright of Türk Dünyası Araştırmaları is the property of Turk Dunyasi Arastirmalari Vakfi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)