Primary school students’ conceptions of history

Alabaş, Ramazan; Dilek, Dursun

doi:10.1016/j.sbspro.2009.01.282

Cited by 2 publications

(4 citation statements)

References 2 publications

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“…In other words, almost half the number of students at each grade level made sense of history as those in the past. Previously conducted similar studies (Alabaş & Dilek, 2009;Fink, 2004;Goalen, 1999) supported this finding. In addition, Yilmaz and Kaya's (2011) research revealed that a majority of social studies teachers perceived history as those happenings in the past.…”

Section: History As the Pastsupporting

confidence: 68%

“…Students view history at all levels as relating to the concept of time and chronology. Even second grade students used large categories of time as a means to discuss the relationship between history and time (Alabaş & Dilek, 2009;Levstik & Pappas, 1987;Safran & Şimşek, 2006;Şimşek, 2007).…”

mentioning

confidence: 99%

“…Students often define history as that which happened in the past (Alabaş & Dilek, 2009;Barton, 2008;Brophy, VanSledright, & Bredin, 1992;Goalen, 1999;Papanikolaou, 2008;VonHeyking, 2004;Waldron, 2003). Fourth to eighth grade students primarily used the concept of the past in the definitions they constructed (Safran & Şimşek, 2006;Şimşek, 2007).…”

mentioning

confidence: 99%

“…Fourth and fifth grade students viewed history as a process to progress toward an advanced life style (Barton, 1996;Waldron, 2003). Sixth grade students emphasized the concept of continuity by defining history as the time that has passed since the beginning of world, all happenings that have taken place since the past times and the time that has passed up to present day (Alabaş & Dilek, 2009). Safran and Şimsek's (2006) study observed that students from the fourth to eighth grades referred to the concepts of change and continuity in their responses to the question 'What is history?'…”

mentioning

confidence: 99%

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The Trajectory of Elementary and Middle School Students’ Perceptions of the Concept of History

Altun¹

2014

EDUC SCI-THEOR PRACT

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The current study aims to reveal the trajectory (change) of the perception of the concept of history during elementary and middle school years through students' responses to the question, "What is history in your opinion?" The cross-sectional research design was the preferred method to provide stronger opportunity for the current study to reach its broad target by allowing the simultaneous study of various age groups. The study group consisted of 712 students of various socioeconomic statuses from six schools. The data collection tool used for the elementary level first-and second-grade students was an interview, whereas for all higher grades, it was an interview form. Data obtained were analysed through content analysis, resulting in the conclusion that students had three different perceptions of history. Perceptions of history as time exhibited a decline from the beginning of elementary school to the end of middle school, whereas the perception of history as a current activity showed an increasing ascent. Perceptions of history as past remained important all along the trajectory and also showed gradual increases. One of the important results obtained from the current study was that students, from the third grade and above, gradually began to own the history. Their characterization of the past activities transformed to our past activities over time. In conclusion, we contend that the centre of gravity for elementary and middle school students' perceptions of history reside in the past rather than the present.

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Section: History As the Pastsupporting

confidence: 68%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Trajectory of Elementary and Middle School Students’ Perceptions of the Concept of History

Altun¹

2014

EDUC SCI-THEOR PRACT

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The Role of Old Turkic Place Names in Teaching History

Ayanovna¹

2014

Procedia - Social and Behavioral Sciences

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Since Kazakhstan achieved independence, it has become necessary to reconsider the national history. Historians have been charged by the government with revising the history from ancient times up to independence. The problem is that the many modern history books overwhelm readers with bare statistics such as dates and numbers, without significantly increasing their level of substantive knowledge. In this respect history should not be limited to the presentation of dry facts concerning historical events, but should also inform the reader about the ethnos' world-view; it should be regarded as a course, diachronically observing and showing the development of ethnos mentality. The purpose of this qualitative study is to develop additional systematically selected information about mental peculiarities of Turkic people and show its historical development through analysing the functionality of place names in ancient Turkic period. The linguistic and general scientific methods (comparative, descriptive, component analysis, etymological analysis) we have applied gave us: 1) the comprehension of the ancient Turks' mentality, world-view through the prism of place names in which they put the important information; 2) the picture of historical events linked with the given place names. The sources (Orkhon-Yenisei written monuments, historic, linguistic, ethnographic, geographic works and scientific literature on toponyms) we used are completely related to the content of the given research. This research can be useful for the group of scholars developing new historian books and contribute to the further study on the ancient Turkic place names.

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Primary school students’ conceptions of history

Cited by 2 publications

References 2 publications

The Trajectory of Elementary and Middle School Students’ Perceptions of the Concept of History

The Trajectory of Elementary and Middle School Students’ Perceptions of the Concept of History

The Role of Old Turkic Place Names in Teaching History

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