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ALMANYA'NIN BERLİN EYALETİNDE OKUTULAN TARİH DERSİ ÖĞRETİM PROGRAMININ VATANDAŞLIK EĞİTİMİ AÇISINDAN İNCELENMESİ. (Turkish)
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- Author(s): PAMUK, İrem
- Source:
International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi; Sep2021, Vol. 12 Issue 45, p558-570, 13p- Subject Terms:
- Source:
- Additional Information
- Alternate Title: THE ANALYSIS OF THE HISTORY CURRICULUM TAUGHT IN BERLIN STATE OF GERMANY IN TERMS OF CITIZENSHIP EDUCATION. (English)
- Subject Terms:
- Abstract: 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]
- Abstract: Tarih dersinde öğrenciler tarihsel olaylar, süreçler ve yapılar hakkında bilgi edinmenin yanı sıra vatandaşlık becerileri de edinirler. Bu çerçevede tarih, geçmişin bilgisini sunmanın yanında vatandaş yetiştirme aracı olarak kullanılan derslerden biridir. Tarih, bireylerin vatandaşlık eğitiminin önemli bir bileşeni olarak görülmektedir. Tarih ders kitaplarının da izleğini oluşturan tarih dersi öğretim programı aynı zamanda tarihyazımının bir parçası olarak değerlendirilmektedir. Almanya'nın Berlin eyaletinde tarih dersi 7- 10. sınıflarda okutulmaktadır. Bu araştırmanın amacı, Almanya'nın Berlin eyaletinde okutulan tarih dersi öğretim programını vatandaşlık eğitimi açısından incelemektir. Böylece yetiştirilmek istenen makbul vatandaşın tarih dersi aracılığıyla sahip olması amaçlanan niteliklerinin neler olduğuna dair fikir elde edilmeye çalışılacaktır. Nitel araştırma yöntemlerinden durum çalışmasının kullanıldığı araştırmanın örneklemini amaçlı örnekleme yöntemi kapsamında Almanya'nın Berlin eyaletinde okutulan tarih dersi öğretim programı oluşturmaktadır. Öğretim programından veriler doküman inceleme ile elde edilmiştir. Verilerin analizinde içerik analizi yapılmış ve elde edilen bulgular yorumlanmıştır. Araştırma sonuçlarına göre Almanya'nın Berlin eyaletinde okutulan tarih dersi öğrencilere vatandaşlık eğitimi kapsamında kimlik farkındalığı, politik farkındalık, sosyo-ekonomik farkındalık, ahlaki farkındalık ve toplumsal cinsiyete dair farkındalık kazandırmayı amaçlamaktadır. Ayrıca tarih dersinin vatandaşlık eğitimi temelli olan toplum bilimleri konu ağında yer alan modülleri ile demokrasi eğitimine ve kültürler arası eğitime katkıda bulunarak çokkültürlü Alman toplumunun vatandaşlarını yetiştirmeyi amaçladığı anlaşılmaktadır. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi is the property of International Journal of Eurosia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi 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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