The aim of this study is to determine the historical literacy perception levels of social studies preservice teachers and to examine them in terms of various variables. In this framework, the survey model, one of the quantitative research methods, was used in the research. The sample of this study consisted of 134 social studies preservice teachers studying at the faculty of education of a state university in the 2019-2020 academic year. The data in the study were collected with the "Historical Literacy Perception Scale" developed by Uluçay (2019), after obtaining the necessary permissions. The data obtained from the scale were analyzed using the statistical package program. Considering the results obtained from the study, it was concluded that the social studies preservice teachers in the sample had high levels of historical literacy perception. In addition, their perception levels increased according to the variables of mother's education level and frequency of watching historical movies. On the other hand, their perceptions did not change / differ according to the variables such as grade level, gender, father's education level, tendency to read history books, to follow historical publications and competence of the teachers. Considering the results of the research in general, it can be said that the preservice teachers benefited sufficiently from their university and pre-university education in terms of historical literacy skills.

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

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The aim of the study is to determine the level of social studies preservice teachers to prepare a lesson plan by using the drama method. The sample of the research consisted of a total of 240 preservice teachers, 80 for each academic year in the 2017-2018, 2018-2019 and 2019-2020 academic years taking the final year last-term Drama course, who were studying in the senior year of social studies teaching at a state university. The research is a descriptive study based on the quantitative research method. The lesson plans prepared by the preservice teachers using the drama method at the end of the drama lesson were evaluated with the "Drama Lesson Plan Rubric (DLPR)" developed by Korkut (2020). When the results of the study are evaluated in general, it is possible to say that the pre-service teachers' levels of preparing drama lesson plans differ by years, and that their level of preparing a drama lesson plan in the 2019-2020 academic year decreased compared to the previous years. It is possible to interpret this situation as a result of the fact that the drama lesson, which is an applied lesson, was given through the simultaneous distance education system due to the pandemic in 2020. Keywords: Social Studies, preservice teacher, drama, lesson plan