International Online Journal of Educational Sciences, 2021
This paper aims to examine the emergence and development of history education in the Ottoman Empi... more This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians.
The purpose of this study is to investigate history teaching of the first period of Ataturk’s era... more The purpose of this study is to investigate history teaching of the first period of Ataturk’s era called as the period prior to the Turkish History Thesis. After the national independence war, educational programs were revised in accordance with the goals of the new Republic. In the new regulations related with the new programs or curriculum, a special importance was given to history teaching due to its contribution to formation of sense of identity and citizenship consciousness. Therefore, the topics about the Ottoman Empire that were not compatible with the republic were discarded from the curriculum and were replaced by new topics thought as representatives of the ideology of the new Republic. Moreover, history curriculum was centralized through the “Turkish Civilization History” instead of “Islamic History” and “Ottoman Dynasty.” This study deals with a comprehensive evaluation of the history curriculum and history teaching of the period between 1923 and 1931.
The purpose of this study was to examine the status of elementary school mathematics education in... more The purpose of this study was to examine the status of elementary school mathematics education in the curricula developed after the act of unification of education (Tevhid-i Tedrisat Kanunu). The study was carried out on “1924 İlk Mektepler Müfredat Programı” and “1924 Orta Mektepler Müfredat Programı” which are the first curricula of the Turkish Republic. The research related to education history of the republican era has generally been interested in Turkish, Turkish Literature, History, Geography, Citizenship, and Religious education with the thought that the Turkish Revolution has changed them most however the research neglected its impact on science and mathematics education. One of the most important reasons of this is the belief that science and mathematics have been seen as parts of positive sciences, and that they were not affected by time, space, political and social characteristics. When the curricula are examined, with the transition to the Republican era, a curricular ap...
Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi
This study is based on the report of the experts' evaluation on "Arithmetics" textbooks presented... more This study is based on the report of the experts' evaluation on "Arithmetics" textbooks presented to "The National Education Office" ("Milli Talim ve Terbiye Dairesi") to be followed through during the academic year of 1926-1927. The report examines the content, educational methods and techniques of the textbooks for the "Arithmetic Course" in relation with the goals identified in the Primary School Curriculum in 1926. This historical report reflects the shortcomings and the mistakes made in the early "Arithmetic" Textbooks thus having an impact on the structure and the content of the syllabus of arithmetic to be implemented the Primary School Curriculum in 1926. This very report discusses the problems observed in the "Arithmetic" textbooks in the early years of Turkish Republic with an emphasis on the alternative solutions. In conclusion, this study reflects the progress that has been made in mathematics education for the past 87 years.
Öz. Türkiye Cumhuriyeti'nin kuruluşu ile birlikte İmparatorluk tebaasının Cumhuriyet'in yurttaşla... more Öz. Türkiye Cumhuriyeti'nin kuruluşu ile birlikte İmparatorluk tebaasının Cumhuriyet'in yurttaşlarına dönüştürülmesi bütün alanlarda yapılan devrim ve düzenlemelerin temel amacı olmuştur. İmparatorluk döneminde ilkokul çocuklarının benlik algısını biçimlendirmek için "Mekâtib-i İptidâ'iyye" lerde "Musahâbat-ı Ahlâkiye (Dînîye, Târihîye ve Medenîye)" dersi okutulmaktaydı. Cumhuriyet'e geçişle birlikte "1924 İlk Mektepler Müfredat Programı"nda dersin adı "Musahâbat-ı Ahlâkiye ve Ma'lûmât-ı Vataniyye" olarak değiştirilmiş ve içeriği de devletin "ulusal" ve "lâik" karakterine uygun olarak yeniden düzenlenmiştir. Bu araştırmada İmparatorluktan Cumhuriyete geçişle birlikte ilkokullarda çocukların "benlik algısı"nı biçimlendirmek üzere okutulan bu derslerin amaçlarında ve içeriklerindeki değişim programlar üzerinden karşılaştırmalı olarak incelenmiştir.
... Oysa tarihsel diiylinmeden kastedilen ders kilaplarmdaki bilgileri ezberlemek degil, égrencid... more ... Oysa tarihsel diiylinmeden kastedilen ders kilaplarmdaki bilgileri ezberlemek degil, égrencidetarihin bir disiplin olarak kendisine ézgu dLi$11nme becerilerini kazandlrmaktlr (Barton, 1996; Seixan, 1996 ve VanS1edrigh1, 2002). ... Tarihsel dii$unme kronolojik di'1$Linmcyi. ...
... Tiirkiye'de Kimlik sorunu ve kimlik olusumu iizerinde tarihin etkisini kapsamh bir b... more ... Tiirkiye'de Kimlik sorunu ve kimlik olusumu iizerinde tarihin etkisini kapsamh bir biçimde ele alan en önemli otorite oían Nuri Bilgin'in belirttigi üzere Topluluklann kolektif bellegi geçmisi evcillestirerek ihtiyaçlan yönünde biçimlendirmeye çalisirlar. ...
Bu arastirmanin amaci, Turkiye Cumhuriyeti’nin kurulmasindan sonra ilkokullarda izlenen ilkogreti... more Bu arastirmanin amaci, Turkiye Cumhuriyeti’nin kurulmasindan sonra ilkokullarda izlenen ilkogretim programi olan, “1924 Ilk Mektepler Mufredat Programi”nin, Turk Devrimi ve Turkiye Cumhuriyeti’nin egitim tarihi icerisindeki konumunu belirlemek, boylece Turk Egitim Tarihi ve Ilkogretim alaninda yapilacak olan arastirmalara katkida bulunmaktir. Egitimin icerigini Tevhid-i Tedrisat Kanunu’na uygun hale getirmek uzere yeniden duzenlenen programda, Saltanat, Hilafet ve Padisah ile ilgili konular “Musahabat-i Ahlâkiye ve Malumat-i Vataniye”, “Tarih”, “Cografya”, “Kuran-i Kerim” ve “Turkce” derslerinden cikarilmistir. Yerine ulusalciligi, laikligi ve demokratik cumhuriyeti hedefleyen konular eklenmis, egitimin amaci ve icerigi cocuklari toplumsal yasama hazir yurttaslar olarak yetistirecek bicimde yeniden yapilandirilmistir. Arastirmada, 1924 Ilk Mektepler Mufredat Programi’nda ilkokullarin amaclari, ders icerikleri, ogretim yontemleri ve araclarinin durumu islenmistir
The purpose of this study is to determine the opinions of primary school teachers regarding the h... more The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document analysis technique. The study group for the study comprised of 20 teachers working in Ankara and İzmir who participated in the study on voluntary basis. The descriptive analysis method was used for analysis of the data, and data presentation was based on frequencies and percentages. Results showed that 1) the history subjects in the Social Studies curriculum are insufficient in relevance to purposes of the course and in regard of achievement of gains, 2) the subjects fail to endear history courses to the student and 3) the time allotted for history subjects in the curriculum is insufficient. It was concluded that the methods and techniques recommended for history teaching are insufficient, that teachers face significant difficulties in teaching history subjects, that the subjects are not qualified to create an awareness of history in students, and that while the history subjects defined under curriculum gains are congruent with the values, qualifications and basic abilities defined in the curriculum, the coherence between the subjects and targeted gains should be improved. In regard of improvement of history lessons the teachers recommend use of visuals, organization of research and study trips to historic locations, objectification of abstract contents to render them more compatible for the level of children, to include less gains and more activities, and to provide teachers with seminars regarding history teaching and teaching methods.
Education and training in the first year of the Republic had been kept as it was in the period of... more Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the "Canon for the Unity of Education and Training" in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the "science education for primary schools" For this purpose, both the last curriculum program for "Mekatib-i İbtidaiyye" (The primary schools in Ottoman Empire)and the latest curriculum program for "İlk Mektepler" (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that "science education in primary education" had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for "science education" in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on "science education" in the Era of the Empire and The Era of the Republic with this aspect.
This paper aims to examine the emergence and development of history education in the Ottoman Empi... more This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians.
In this study the changes made on the Secondary school history curriculum according to "The Tevhi... more In this study the changes made on the Secondary school history curriculum according to "The Tevhid-i Tedrisat" after the foundation of Turkish Republic are examined. It is based on the comparison of history course contents of "Devre-i Sâni" curriculum which was involved in "1331 (1915) Mekâtib-i Sultâniye Curriculum" which is the last curriculum of high schools of Ottoman Empire the"Mekteb-i Sultaniye" and history course content of "1340 (1924) high school second grade curriculum" which is the the first secondary school curriculum of Turkish Republic. With the foundation of Turkish Republic important changes were made in the history course curriculums appropriate to the national and secular character of the state. The history course curriculums were purified from the theocratic and autocratic contents of "dynastic" conception of history of Ottoman Empire and restored a national and secular frame. History courses in "Lycee" the second stage of secondary education were devoted to "contemporary history" which is named as the history of ancient civilizations, "European History", "World History" and "Asr-ı Hâzır" or in other words "history of contemporary periods". Moreover, to provide possibility to compare, the developments in the same periods in Europe, World and Ottoman Empire were reflected generally. The same periods of The World, European and Ottoman History was dealed with an approach of "Civilization History" in a comparative way and related with each other. The dynastic history teaching which was based on the important historical personalities was leaved end instead the modern and scientific historical method developed in west was adopted. History course curriculums reflected via important developments in Europe, The World and Ottoman Empire and in a systematic style which is based on periods and themes. In this research the changes in history course curriculums in the process from The Empire to The Republic were evaluated. Moreover, "High School Second Grade" history curriculums of the two periods were translated into new letters and these were given in the appendix. Translation of the curriculum texts is a significant contribution for the evaluations about the history teaching in the first years of the Republic.
In this study the changes made on the Secondary school history curriculum according to "The Tevhi... more In this study the changes made on the Secondary school history curriculum according to "The Tevhid-i Tedrisat" after the foundation of Turkish Republic are examined. It is based on the comparison of history course contents of "Devre-i Evvel" curriculum which was involved in "1331 (1915) Mekatib-i Sultâniye Curriculum" which is the last curriculum of high schools of Ottoman Empire the"Mekatib-i Sultaniye" and history course content of "1340 (1924) high school first grade curriculum"which is the the first curriculum of Turkish Republic. With the foundation of Turkish Republic important changes were made in the history course curriculums appropriate to the national and secular character of the state. The history course curriculums were purified from the teocratic and autocratic contents of "dynastic" conception of history of Ottoman Empire and restored a national and secular frame. The history education of Turkish Republic drew on "Turkish history" to establish a national consciousness in children. In "Ortamekteps" which is the first circuit of high schools the history courses were devoted to Ancient history and civilizazations, History of Islam, Turkish Hitory before Ottoman Period and Ottoman History. Turkish history was dealed with an approach of "Civilization History" in a comparative way and related with Eropean and World History. The dynastic history teaching which was based on the important historical personalities was leaved end instead the modern and scientific historical method developed in west was adopted. According to this approach ancient civilizations, history of Islam, Turkish History before Ottoman Period and Ottoman History reflected via important developments and in a systematic style which is based on periods and themes. Moreover, "High School First Grade" history curriculums of the two periods were translated into new letters and these were given in the appendix. Translation of the curriculum texts is a significant contribution for the evaluations about the history teaching in the first years of the Republic.
Bu ara tırmada Türkiye Cumhuriyeti'nin kurulmasından sonra "Tevhid-i Tedrisat Kanunu" na uygun ol... more Bu ara tırmada Türkiye Cumhuriyeti'nin kurulmasından sonra "Tevhid-i Tedrisat Kanunu" na uygun olarak ilkokul tarih programında yapılan de i iklikler incelenmi tir. Ara tırma, Osmanlı mparatorlu u'nun ilkö retim kurumları "Mekatib-i ptidaiye"lerin son programı olan "1330 (1914) Mekatib-i ptidaiye Ders Müfredatı" ile Türkiye Cumhuriyeti'nin ilk müfredatı olan "1340 (1924) lk Mektepler Müfredat Programı"nda yer alan tarih programlarının kar ıla tırılmasına dayanmaktadır. Cumhuriyet ile birlikte devletin ulusal ve lâik karekterine uygun olarak tarih programlarında önemli de i iklikler yapılmı tır. Tarih programları Osmanlı mparatorlu u'nun "hanedancı" tarih anlayı ının teokratik ve otokratik içeriklerinden arındırılarak ulusal ve lâik bir çerçeveye kavu turulmu tur. Cumhuriyet'in tarih e itimi çocuklarda ulusal bir bilinç olu turabilmek için "Türk tarihi"ni merkez almı tır. Türk tarihi Avrupa ve Dünya tarihi ile ba lantılı ve kar ıla tırmalı olarak bir "Uygalık Tarihi" yakla ımı ile ele alınmı tır. Müfredat programları çocukların geli im ve ö renme düzeylerine uygun olmayan ayrıntılardan arındırılarak basitle tirilmi tir. Önemli tarihsel ki iliklerin ya amlarına dayalı "hanedancı tarih" ö retimi terkedilerek yerine, batıda geli en modern ve bilimsel tarih yöntemi benimsenmi tir. Bu anlayı do rultusunda Osmanlı tarihi Avrupa, Dünya ve Osmanlı ölçe indeki önemli geli meleri, dönemler ve temaları esas alan sistematik bir uslupla yansıtılmı tır. Ayrıca iki döneme ait DEU Buca E itim Fakültesi, Tarih E itimi Anabilim Dalı, erdal.aslan@deu.edu.tr Ankara Üniversitesi Türk nkılâp Tarihi Enstitüsü Atatürk Yolu Dergisi S 48, Güz 2011, s. 749-777 ERDAL ASLAN 750 ilkokul tarih programları yeni harflere çevrilerek ek olarak verilmi tir. Program metinlerinin yeni harflere aktarılması, Cumhuriyet'in ilk yıllarındaki tarih ö retimi konusundaki de erlendirmeler için önemli bir katkıdır. Anahtar Kelimeler Tarih E itimi, Ö retim Programı, Cumhuriyet ve Tarih, lk Mekteplerde Tarih, Mekatib-i ptidaiyelerde Tarih, E itim Tarihi.
International Online Journal of Educational Sciences, 2021
This paper aims to examine the emergence and development of history education in the Ottoman Empi... more This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians.
The purpose of this study is to investigate history teaching of the first period of Ataturk’s era... more The purpose of this study is to investigate history teaching of the first period of Ataturk’s era called as the period prior to the Turkish History Thesis. After the national independence war, educational programs were revised in accordance with the goals of the new Republic. In the new regulations related with the new programs or curriculum, a special importance was given to history teaching due to its contribution to formation of sense of identity and citizenship consciousness. Therefore, the topics about the Ottoman Empire that were not compatible with the republic were discarded from the curriculum and were replaced by new topics thought as representatives of the ideology of the new Republic. Moreover, history curriculum was centralized through the “Turkish Civilization History” instead of “Islamic History” and “Ottoman Dynasty.” This study deals with a comprehensive evaluation of the history curriculum and history teaching of the period between 1923 and 1931.
The purpose of this study was to examine the status of elementary school mathematics education in... more The purpose of this study was to examine the status of elementary school mathematics education in the curricula developed after the act of unification of education (Tevhid-i Tedrisat Kanunu). The study was carried out on “1924 İlk Mektepler Müfredat Programı” and “1924 Orta Mektepler Müfredat Programı” which are the first curricula of the Turkish Republic. The research related to education history of the republican era has generally been interested in Turkish, Turkish Literature, History, Geography, Citizenship, and Religious education with the thought that the Turkish Revolution has changed them most however the research neglected its impact on science and mathematics education. One of the most important reasons of this is the belief that science and mathematics have been seen as parts of positive sciences, and that they were not affected by time, space, political and social characteristics. When the curricula are examined, with the transition to the Republican era, a curricular ap...
Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi
This study is based on the report of the experts' evaluation on "Arithmetics" textbooks presented... more This study is based on the report of the experts' evaluation on "Arithmetics" textbooks presented to "The National Education Office" ("Milli Talim ve Terbiye Dairesi") to be followed through during the academic year of 1926-1927. The report examines the content, educational methods and techniques of the textbooks for the "Arithmetic Course" in relation with the goals identified in the Primary School Curriculum in 1926. This historical report reflects the shortcomings and the mistakes made in the early "Arithmetic" Textbooks thus having an impact on the structure and the content of the syllabus of arithmetic to be implemented the Primary School Curriculum in 1926. This very report discusses the problems observed in the "Arithmetic" textbooks in the early years of Turkish Republic with an emphasis on the alternative solutions. In conclusion, this study reflects the progress that has been made in mathematics education for the past 87 years.
Öz. Türkiye Cumhuriyeti'nin kuruluşu ile birlikte İmparatorluk tebaasının Cumhuriyet'in yurttaşla... more Öz. Türkiye Cumhuriyeti'nin kuruluşu ile birlikte İmparatorluk tebaasının Cumhuriyet'in yurttaşlarına dönüştürülmesi bütün alanlarda yapılan devrim ve düzenlemelerin temel amacı olmuştur. İmparatorluk döneminde ilkokul çocuklarının benlik algısını biçimlendirmek için "Mekâtib-i İptidâ'iyye" lerde "Musahâbat-ı Ahlâkiye (Dînîye, Târihîye ve Medenîye)" dersi okutulmaktaydı. Cumhuriyet'e geçişle birlikte "1924 İlk Mektepler Müfredat Programı"nda dersin adı "Musahâbat-ı Ahlâkiye ve Ma'lûmât-ı Vataniyye" olarak değiştirilmiş ve içeriği de devletin "ulusal" ve "lâik" karakterine uygun olarak yeniden düzenlenmiştir. Bu araştırmada İmparatorluktan Cumhuriyete geçişle birlikte ilkokullarda çocukların "benlik algısı"nı biçimlendirmek üzere okutulan bu derslerin amaçlarında ve içeriklerindeki değişim programlar üzerinden karşılaştırmalı olarak incelenmiştir.
... Oysa tarihsel diiylinmeden kastedilen ders kilaplarmdaki bilgileri ezberlemek degil, égrencid... more ... Oysa tarihsel diiylinmeden kastedilen ders kilaplarmdaki bilgileri ezberlemek degil, égrencidetarihin bir disiplin olarak kendisine ézgu dLi$11nme becerilerini kazandlrmaktlr (Barton, 1996; Seixan, 1996 ve VanS1edrigh1, 2002). ... Tarihsel dii$unme kronolojik di'1$Linmcyi. ...
... Tiirkiye'de Kimlik sorunu ve kimlik olusumu iizerinde tarihin etkisini kapsamh bir b... more ... Tiirkiye'de Kimlik sorunu ve kimlik olusumu iizerinde tarihin etkisini kapsamh bir biçimde ele alan en önemli otorite oían Nuri Bilgin'in belirttigi üzere Topluluklann kolektif bellegi geçmisi evcillestirerek ihtiyaçlan yönünde biçimlendirmeye çalisirlar. ...
Bu arastirmanin amaci, Turkiye Cumhuriyeti’nin kurulmasindan sonra ilkokullarda izlenen ilkogreti... more Bu arastirmanin amaci, Turkiye Cumhuriyeti’nin kurulmasindan sonra ilkokullarda izlenen ilkogretim programi olan, “1924 Ilk Mektepler Mufredat Programi”nin, Turk Devrimi ve Turkiye Cumhuriyeti’nin egitim tarihi icerisindeki konumunu belirlemek, boylece Turk Egitim Tarihi ve Ilkogretim alaninda yapilacak olan arastirmalara katkida bulunmaktir. Egitimin icerigini Tevhid-i Tedrisat Kanunu’na uygun hale getirmek uzere yeniden duzenlenen programda, Saltanat, Hilafet ve Padisah ile ilgili konular “Musahabat-i Ahlâkiye ve Malumat-i Vataniye”, “Tarih”, “Cografya”, “Kuran-i Kerim” ve “Turkce” derslerinden cikarilmistir. Yerine ulusalciligi, laikligi ve demokratik cumhuriyeti hedefleyen konular eklenmis, egitimin amaci ve icerigi cocuklari toplumsal yasama hazir yurttaslar olarak yetistirecek bicimde yeniden yapilandirilmistir. Arastirmada, 1924 Ilk Mektepler Mufredat Programi’nda ilkokullarin amaclari, ders icerikleri, ogretim yontemleri ve araclarinin durumu islenmistir
The purpose of this study is to determine the opinions of primary school teachers regarding the h... more The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document analysis technique. The study group for the study comprised of 20 teachers working in Ankara and İzmir who participated in the study on voluntary basis. The descriptive analysis method was used for analysis of the data, and data presentation was based on frequencies and percentages. Results showed that 1) the history subjects in the Social Studies curriculum are insufficient in relevance to purposes of the course and in regard of achievement of gains, 2) the subjects fail to endear history courses to the student and 3) the time allotted for history subjects in the curriculum is insufficient. It was concluded that the methods and techniques recommended for history teaching are insufficient, that teachers face significant difficulties in teaching history subjects, that the subjects are not qualified to create an awareness of history in students, and that while the history subjects defined under curriculum gains are congruent with the values, qualifications and basic abilities defined in the curriculum, the coherence between the subjects and targeted gains should be improved. In regard of improvement of history lessons the teachers recommend use of visuals, organization of research and study trips to historic locations, objectification of abstract contents to render them more compatible for the level of children, to include less gains and more activities, and to provide teachers with seminars regarding history teaching and teaching methods.
Education and training in the first year of the Republic had been kept as it was in the period of... more Education and training in the first year of the Republic had been kept as it was in the period of Empire with its former structure and content. The educational system and programs could be designed after the "Canon for the Unity of Education and Training" in 1924. The first curriculums of the primary and secondary schools have formed by modification on the latest programs of primary and secondary schools of the Ottoman Empire. The object of the research is to determine what kind of transformation has become on the "science education for primary schools" For this purpose, both the last curriculum program for "Mekatib-i İbtidaiyye" (The primary schools in Ottoman Empire)and the latest curriculum program for "İlk Mektepler" (Primary Schools in the Republic of Turkey) are examined by comparison. It is proved that "science education in primary education" had gone into a transformation after commenting on the findings obtained from the comparison of the programs and assessments in the publications on the history of education. The curriculum for "science education" in the first program which was approved by the Republic of Turkey is given by transliteration to the Latin alphabet The study has a feature that has important contribution for the future researches on "science education" in the Era of the Empire and The Era of the Republic with this aspect.
This paper aims to examine the emergence and development of history education in the Ottoman Empi... more This paper aims to examine the emergence and development of history education in the Ottoman Empire that were regularly taught in modern military schools opened during the modernization process. The documents collected from the archives and libraries were examined and the data obtained by the analysis of their contents were given under the determined categories in this research conducted with survey model, one of the qualitative methods. These categories are "Mühendishânei Bahri Humâyûn" (The Imperial School of Naval Engineering), "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering), "Mekteb-i Osmânî" (Ottoman School in Paris, France), "Mekteb-i Harbiye" (War Academy), "Mekteb-i Tıbbîye" (School of Medicine) and "History Textbooks of Military Schools". This paper portrays and interprets the status, purpose, contents, development graph of history lessons in the curriculum of these schools, the first history teachers who gave the lessons, and the data gathered about the textbooks. The findings of the study show that history lessons entered the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) for the first time in 1795 under the name of "Tevarih-i Harbiye" (Military History). However, the main important development in history education took place after it entered the curriculum of military schools with the name "Tarih-i Umûmî" (World History) and "Tarih-i Osmânî" (Ottoman History) in the 1840s. In the early years, "Tarih-i Umûmî" (World History) lessons were taught by European foreign teachers using French history textbooks. Following this period, history lessons developed in line with the educational objectives and needs of the schools and gained diversity and richness. In addition to the "Tarih-i Harbiye" (Military History) course, general history lessons such as "Tarih-i Umûmî" (World History), "Tarih-i Osmânî" (Ottoman History) were added to the curriculum of "Mühendishâne-i Berrî-i Humâyûn" (The Imperial School of Military Engineering) in 1875. Later, "Tarih-i Esliha" (History of Weapons) lesson was added to teach the development of weapons, war technologies, and modern weapons for military practical purposes. The awareness of history, formed over these schools has contributed to the writing of Turkish history textbooks for schools and the training of the first modern historians.
In this study the changes made on the Secondary school history curriculum according to "The Tevhi... more In this study the changes made on the Secondary school history curriculum according to "The Tevhid-i Tedrisat" after the foundation of Turkish Republic are examined. It is based on the comparison of history course contents of "Devre-i Sâni" curriculum which was involved in "1331 (1915) Mekâtib-i Sultâniye Curriculum" which is the last curriculum of high schools of Ottoman Empire the"Mekteb-i Sultaniye" and history course content of "1340 (1924) high school second grade curriculum" which is the the first secondary school curriculum of Turkish Republic. With the foundation of Turkish Republic important changes were made in the history course curriculums appropriate to the national and secular character of the state. The history course curriculums were purified from the theocratic and autocratic contents of "dynastic" conception of history of Ottoman Empire and restored a national and secular frame. History courses in "Lycee" the second stage of secondary education were devoted to "contemporary history" which is named as the history of ancient civilizations, "European History", "World History" and "Asr-ı Hâzır" or in other words "history of contemporary periods". Moreover, to provide possibility to compare, the developments in the same periods in Europe, World and Ottoman Empire were reflected generally. The same periods of The World, European and Ottoman History was dealed with an approach of "Civilization History" in a comparative way and related with each other. The dynastic history teaching which was based on the important historical personalities was leaved end instead the modern and scientific historical method developed in west was adopted. History course curriculums reflected via important developments in Europe, The World and Ottoman Empire and in a systematic style which is based on periods and themes. In this research the changes in history course curriculums in the process from The Empire to The Republic were evaluated. Moreover, "High School Second Grade" history curriculums of the two periods were translated into new letters and these were given in the appendix. Translation of the curriculum texts is a significant contribution for the evaluations about the history teaching in the first years of the Republic.
In this study the changes made on the Secondary school history curriculum according to "The Tevhi... more In this study the changes made on the Secondary school history curriculum according to "The Tevhid-i Tedrisat" after the foundation of Turkish Republic are examined. It is based on the comparison of history course contents of "Devre-i Evvel" curriculum which was involved in "1331 (1915) Mekatib-i Sultâniye Curriculum" which is the last curriculum of high schools of Ottoman Empire the"Mekatib-i Sultaniye" and history course content of "1340 (1924) high school first grade curriculum"which is the the first curriculum of Turkish Republic. With the foundation of Turkish Republic important changes were made in the history course curriculums appropriate to the national and secular character of the state. The history course curriculums were purified from the teocratic and autocratic contents of "dynastic" conception of history of Ottoman Empire and restored a national and secular frame. The history education of Turkish Republic drew on "Turkish history" to establish a national consciousness in children. In "Ortamekteps" which is the first circuit of high schools the history courses were devoted to Ancient history and civilizazations, History of Islam, Turkish Hitory before Ottoman Period and Ottoman History. Turkish history was dealed with an approach of "Civilization History" in a comparative way and related with Eropean and World History. The dynastic history teaching which was based on the important historical personalities was leaved end instead the modern and scientific historical method developed in west was adopted. According to this approach ancient civilizations, history of Islam, Turkish History before Ottoman Period and Ottoman History reflected via important developments and in a systematic style which is based on periods and themes. Moreover, "High School First Grade" history curriculums of the two periods were translated into new letters and these were given in the appendix. Translation of the curriculum texts is a significant contribution for the evaluations about the history teaching in the first years of the Republic.
Bu ara tırmada Türkiye Cumhuriyeti'nin kurulmasından sonra "Tevhid-i Tedrisat Kanunu" na uygun ol... more Bu ara tırmada Türkiye Cumhuriyeti'nin kurulmasından sonra "Tevhid-i Tedrisat Kanunu" na uygun olarak ilkokul tarih programında yapılan de i iklikler incelenmi tir. Ara tırma, Osmanlı mparatorlu u'nun ilkö retim kurumları "Mekatib-i ptidaiye"lerin son programı olan "1330 (1914) Mekatib-i ptidaiye Ders Müfredatı" ile Türkiye Cumhuriyeti'nin ilk müfredatı olan "1340 (1924) lk Mektepler Müfredat Programı"nda yer alan tarih programlarının kar ıla tırılmasına dayanmaktadır. Cumhuriyet ile birlikte devletin ulusal ve lâik karekterine uygun olarak tarih programlarında önemli de i iklikler yapılmı tır. Tarih programları Osmanlı mparatorlu u'nun "hanedancı" tarih anlayı ının teokratik ve otokratik içeriklerinden arındırılarak ulusal ve lâik bir çerçeveye kavu turulmu tur. Cumhuriyet'in tarih e itimi çocuklarda ulusal bir bilinç olu turabilmek için "Türk tarihi"ni merkez almı tır. Türk tarihi Avrupa ve Dünya tarihi ile ba lantılı ve kar ıla tırmalı olarak bir "Uygalık Tarihi" yakla ımı ile ele alınmı tır. Müfredat programları çocukların geli im ve ö renme düzeylerine uygun olmayan ayrıntılardan arındırılarak basitle tirilmi tir. Önemli tarihsel ki iliklerin ya amlarına dayalı "hanedancı tarih" ö retimi terkedilerek yerine, batıda geli en modern ve bilimsel tarih yöntemi benimsenmi tir. Bu anlayı do rultusunda Osmanlı tarihi Avrupa, Dünya ve Osmanlı ölçe indeki önemli geli meleri, dönemler ve temaları esas alan sistematik bir uslupla yansıtılmı tır. Ayrıca iki döneme ait DEU Buca E itim Fakültesi, Tarih E itimi Anabilim Dalı, erdal.aslan@deu.edu.tr Ankara Üniversitesi Türk nkılâp Tarihi Enstitüsü Atatürk Yolu Dergisi S 48, Güz 2011, s. 749-777 ERDAL ASLAN 750 ilkokul tarih programları yeni harflere çevrilerek ek olarak verilmi tir. Program metinlerinin yeni harflere aktarılması, Cumhuriyet'in ilk yıllarındaki tarih ö retimi konusundaki de erlendirmeler için önemli bir katkıdır. Anahtar Kelimeler Tarih E itimi, Ö retim Programı, Cumhuriyet ve Tarih, lk Mekteplerde Tarih, Mekatib-i ptidaiyelerde Tarih, E itim Tarihi.
Tarih Yazımında Yeni Yaklaşımlar: Küreselleşme ve Yerelleşme, (Haz. Zeynel Abidin Kızılyaprak), s.195 -204. İstanbul: Türkiye Ekonomik ve Toplumsal Tarih Vakfı., 2000
ÖZET Tarih eğitimi bireylerin farklılıkları hoşgörüyle karşılayacak çoğulcu bir bakış açısı edinm... more ÖZET Tarih eğitimi bireylerin farklılıkları hoşgörüyle karşılayacak çoğulcu bir bakış açısı edinmeleri, kendilerine sunulan bilgileri eleştirel bir gözle değerlendirebilmeleri, kendi toplumlarını ve dünyanın diğer toplumlarını tanımaları için gerekli olan entelektüel birikimi kazanımları konusunda önemli katkılar sağlar. Bu kazanımların elde edilmesi ise bireylerin genellikle tarihle ilk karşılaştıkları yer olan okullarda verilen tarih eğitiminin niteliğiyle çok yakından ilgilidir. Özellikle yerel tarihin bu konudaki desteği oldukça önemlidir. Bu çalışmada yerel tarihin ne olduğu ve tarih öğretiminde sağlayabileceği faydalar üzerinde durulmuş, bunun yanı sıra tarih öğretiminde yerel tarihin göz ardı edilmesinin ortaya çıkarabileceği olumsuzluklara ve bunların giderilmesine ilişkin bazı önerilere yer verilmiştir.
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