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Almanya'da Hayat Bilgisi Ders Kitaplarında Tarihin Kullanımı. (Turkish)
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- Author(s): PAMUK, İrem
- Source:
Turkish History Education Journal (TUHED); Spring2020, Vol. 9 Issue 1, p209-231, 23p- Subject Terms:
- Source:
- Additional Information
- Alternate Title: The Use of History in Life Studies Textbooks in Germany. (English)
- Subject Terms:
- Abstract: The inclusion of history subjects in life studies courses is important in the construction of historical awareness and historical learning at an early age. Teaching of history subjects in primary school is related to pedagogical approach. If the pedagogical approach close to Piaget's cognitive development theory is effective in the historical learning of a country, like in our country, in this context, the child is in the concrete operational stage until the age of 12, which is a magical year for children's developmental process. History courses with abstract content can only be learned from this age, that is, in the formal operational stage. If the pedagogical approach close to Egan's historical thinking approach is effective in the historical learning of a country, it is argued that the child can learn history from the mythic stage (4-9 years). Thus, students encounter history subjects at an earlier age. Elementary school students meet with history subjects in life studies course (Sachunterricht) in Germany. The purpose of this study is to examine what are the topics of history and how history is used in the life studies course textbooks in Germany. A case study of qualitative research techniques was used in this study. The study data were obtained from relevant textbooks by document analysis and the study findings were obtained with descriptive analysis and content analysis. The sample of the study includes two 3rd grade and one 3rd/4th-grade life studies (Sachunterricht) textbooks in Germany. The study results have shown that these life studies textbooks which embrace the understanding of "looking at the past makes possible of learning for the present and the future", include the subjects ranging from the concept of time, the immediate surroundings of children based on change and continuity, to the historical background of the places where children live, as well as from the first people to the medieval life and the shaping of nature and natural elements. Also, it has been understood that the subjects of history are under the themes of 'local history/ history of place', 'history of goods/ objects', 'social history/ history of everyday life', 'history of Middle Ages' and history is used to provide awareness of change and continuity and cultural heritage. [ABSTRACT FROM AUTHOR]
- Abstract: Hayat bilgisi derslerinde tarih konularının yer alması, tarih farkındalığının ve tarihsel öğrenmenin erken yaşlarda inşasında önemlidir. İlkokulda tarih konularının öğretilmesi, pedagojik yaklaşımla doğrudan ilgilidir. Tarihsel öğrenmede, ülkemizdeki gibi, Piaget'nin bilişsel gelişim kuramına yakın bir yaklaşım etkiliyse, çocuğun sihirli yıl olan 12 yaşa kadar somut işlemler döneminde olduğu düşünülür. Soyut içeriğe sahip tarih dersleri ancak bu yaştan itibaren yani soyut işlemler döneminde öğrenilebilir. Egan'ın tarihsel düşünme evrelerine yakın bir yaklaşım etkiliyse, çocuğun mitik evreden (4-9 yaş) itibaren tarih öğrenebileceği savunulur. Böylece öğrenciler tarih konularıyla daha erken yaşta karşılaşır. Almanya'da ilkokul öğrencileri hayat bilgisi derslerinde (Sachunterricht) tarih konularıyla karşılaşırlar. Bu araştırmanın amacı, Almanya'da hayat bilgisi dersi kapsamındaki tarih konularının neler olduğunun ve tarihin nasıl kullanıldığının incelenmesidir. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı araştırmada doküman incelemesi yapılmıştır. Araştırma verileri, hayat bilgisi ders kitaplarından elde edilmiş ve bulgulara, betimsel analiz ve içerik analizi yapılarak ulaşılmıştır. Araştırmanın örneklemini, Almanya'da 3. sınıfta okutulan iki, 3 ve 4. sınıflarda okutulan bir adet hayat bilgisi ders kitabı oluşturmaktadır. Araştırma sonuçlarına göre, "geçmişe bakış, günümüz ve gelecek için öğrenmeyi mümkün kılar" anlayışını benimseyen hayat bilgisi ders kitaplarında; zaman kavramından, değişim ve sürekliliği temel alan çocuğun yakın çevresinden, yaşadığı yerin tarihsel arka planına yönelik yerel tarih konuların yanı sıra ilk insanlardan, doğanın ve doğal unsurların şekillenmesinden, geçmişte ve günümüzde kullanılan eşyalardan, orta çağda yaşamdan konular yer almaktadır. Ayrıca tarih konularının 'yerel tarih/ mekânın tarihi', 'eşya/ nesne tarihi', 'sosyal tarih/ gündelik hayatın tarihi', 'Orta çağ tarihi' temaları altında yer aldığı ve değişim ve süreklilik ile kültürel miras farkındalığını sağlamak amacıyla kullanıldıkları anlaşılmıştır. [ABSTRACT FROM AUTHOR]
- Abstract: 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.)
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