This study investigates how social studies teachers can introduce pupil-centred activities into crowded classroom settings. This study, using qualitative research techniques, was
ÖzBu çalışmada erken çocukluk dönemi kronolojik düşünme becerilerini ortaya koymak ve çocukların bu becerileri nasıl işe koştuklarını sorgulamak amaçlanmıştır. Araştırmanın çalışma grubunu 2012-2013 eğitim-öğretim yılında anaokuluna devam eden 4,5-6 yaş arası 12 çocuk oluşturmuştur. Araştırma nitel bir çalışma olup durum çalışması deseni kullanılmıştır. Araştırmanın verilerini görsel zaman çizelgesi dokümanları ve zaman çizelgesi üzerine çocuklarla yapılan görüşme kayıtları oluşturmaktadır. Veriler betimsel ve içerik analizi tekniğine uygun olarak çözümlenmiştir. Araştırmadan elde edilen sonuçlar 4,5 ile 6 yaş arası çocukların kronolojik sıralamada ortalamanın üzerinde bir başarı gösterdiklerini ortaya koymuştur. Çocukların kronolojik düşünmede, genel olarak en uzak zamana ait materyalleri belirlemede neden sonuç ilişkisi içerisinde malzemenin özelliğine ve rengine dayalı olarak ve yer yer sezgisel ve/veya çağrışımsal düşünerek çıkarımda bulundukları; daha yakın zamana ait materyalleri belirlemede ise geçmiş zamana ait gezip gördükleri mekânı ve yaşlı insanları referans aldıkları; en yakın zamana ait materyalleri kronolojik sıralarken de neden sonuç ilişkisi içerisinde malzemenin özelliği ile ya da kendi günlük yaşam alanı içerisinde deneyimledikleriyle ilişkilendirdikleri görülmüştür.Anahtar Kelimeler: Erken çocukluk eğitimi; tarih eğitimi; kronolojik düşünme; kronolojik sıralama. Chronological Thinking at Preschool Period: A Case Study AbstractThis study aims to explore early childhood chronological thinking skills and to inquire how children use these skills. Sample of the study consisted of 12 children aged 4,5-6 who attended preschool in the academic year of 2012-2013. This is a qualitative research that use case study design. Research data consisted of visual timeline documents that children created and interview recordings of children about the timeline. Data were analyzed using descriptive and content analyses. It is found that children aged between 4.5 and 6 showed success in the chronological sequences above the average. In general,it was observed that when children used chronological thinking, they made inferences partly through thinking intuitively and/or associatively based on properties and colors of the materials to determine the materials that belong to the most distant time in relation to ‚cause and effect‛ ; when determining materials that belong to the more recent past, they used historical places that they visited and older people as references; when arranging * Bu araştırma 3-6 Şubat 2016 tarihinde IX. Avrupa Sosyal Bilimler ve Davranış Bilimleri Konferansında ( IX. European Conference on Social Behavioral Sciences Paris, France) sunulan ve bildiri kitapçığında özet olarak yer alan aynı adlı bildirinin genişletilmiş ve geliştirilmiş halidir.
The aim of this study is to review the current situation with history teaching in Turkey after the education reform introduced in 2004. Accordingly, this study mainly focuses on the structure and problems of history teaching in Turkey bothat primary and secondary levels after the education reform, following confrontational debates about the role of history teaching in the construction of citizenship, and in the context of international relations, which is related to collaborative projects undertaken with a number of countries to rewrite history textbooks in a peaceful way. Current research trends in this field are also mentioned briefly. Some researches show that in history teaching in Turkey the common issues that occur are related to text books, the intensity of knowledge/objectives relationships, insufficient weekly course hours and the unfamiliarity of teachers with both new history and constructivist approaches. New history textbooks and curricula continue to be a conflict area between their respective defenders who claim in turn that history teaching should either be a vehicle for constructing national identitity or that it should be a vehicle for constructing global, pluralist and democratic citizenship. On the other hand, mutual work with some Arabian countries to rewrite the common past in textbooks,is on Turkey's current agenda to enhance the international context of this perspective. Some researches also show that apart from debates about the nature of history's social aims and the problems of history teaching as already indicated, teachers seem ready to adopt the new history approach. In addition to this, every passing day there is a marked and rapid increase in research into history teaching and the variety of related research subjects are hopeful improvements.
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