Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Marmara University, Institute of Educational Sciences, Department of Turkish Language and Social Sciences Educatıon, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: CEM ONURER
Supervisor: Akif Pamuk
Abstract:
Concepts are cognitive designs
which students employ so as to interpret their social circles and their
physical environments. Humans utilize the power of concepts while explaining
the meaning of the world. Concept learning includes two kinds of processes
which are linguistic and intellectual. Learning abstract concepts requires
special effort. In addition to that, scientific concepts are not the ones
individuals could learn in daily life. Cultural, linguistic changes in society
and changes in lifestyle result in that some concepts disappear in human life.
Owing to its subject, history involves past. Therefore, they take a place in
history as historical concepts even if concepts come out of people’s lives.
Furthermore, the aims of History courses are now constructed in the frame
historical thinking skills. Improving historical thinking skills require to
benefit from the language and the concepts in the past.
For this reason, the effect of
teaching the historical concepts in the course of 8th grade Turkish Republic
Revolution and Kemalism on historical thinking skills was examined in this
study. The participants of the study are 20 students in the 8th grade. The
research questions are as follows:
1. What is the level of knowledge
of students on the historical concepts in the course of Turkish Republic
Revolution and Kemalism?
2. What is the effect of the
concept teaching techniques applied in this study (concept network, concept
puzzle, concept cartoon, creating story, poetry writing timeline, time
traveling) on historical concept learning?
3. What is the relationship
between teaching historical concepts and improving historical thinking skills?
4. What are the students’ views
on the concept teaching method after its practice? The design of this
qualitative study is action research.
The data were collected through
the activities carried out with students and the worksheets handed in the
study. The collected data were analyzed through descriptive analysis and
content analysis. A close relationship was determined between teaching
historical concepts and improving historical thinking skills.