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Hayat bilgisi derslerinde tarih konularının yer alması, tarih farkındalığının ve tarihsel öğrenmenin erken yaşlarda inşasında önemlidir. İlkokulda tarih konularının öğretilmesi, pedagojik yaklaşımla doğrudan ilgilidir. Tarihsel öğrenmede, ülkemizdeki gibi, Piaget’nin bilişsel gelişim kuramına yakın bir yaklaşım etkiliyse, çocuğun sihirli yıl olan 12 yaşa kadar somut işlemler döneminde olduğu düşünülür. Soyut içeriğe sahip tarih dersleri ancak bu yaştan itibaren yani soyut işlemler döneminde öğrenilebilir. Egan’ın tarihsel düşünme evrelerine yakın bir yaklaşım etkiliyse, çocuğun mitik evreden (4-9 yaş) itibaren tarih öğrenebileceği savunulur. Böylece öğrenciler tarih konularıyla daha erken yaşta karşılaşır. Almanya’da ilkokul öğrencileri hayat bilgisi derslerinde (Sachunterricht) tarih konularıyla karşılaşırlar. Bu araştırmanın amacı, Almanya’da hayat bilgisi dersi kapsamındaki tarih konularının neler olduğunun ve tarihin nasıl kullanıldığının incelenmesidir. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı araştırmada doküman incelemesi yapılmıştır. Araştırma verileri, hayat bilgisi ders kitaplarından elde edilmiş ve bulgulara, betimsel analiz ve içerik analizi yapılarak ulaşılmıştır. Araştırmanın örneklemini, Almanya’da 3. sınıfta okutulan iki, 3 ve 4. sınıflarda okutulan bir adet hayat bilgisi ders kitabı oluşturmaktadır. Araştırma sonuçlarına göre, “geçmişe bakış, günümüz ve gelecek için öğrenmeyi mümkün kılar” anlayışını benimseyen hayat bilgisi ders kitaplarında zaman kavramından, değişim ve sürekliliği temel alan çocuğun yakın çevresinden, yaşadığı yerin tarihsel arka planına yönelik yerel tarih konuların yanı sıra ilk insanlardan, doğanın ve doğal unsurların şekillenmesinden, geçmişte ve günümüzde kullanılan eşyalardan, orta çağda yaşamdan konular yer almaktadır. Ayrıca tarih konularının ‘yerel tarih/ mekânın tarihi’, ‘eşya/ nesne tarihi’, ‘sosyal tarih/ gündelik hayatın tarihi’, ‘Orta çağ tarihi’ temaları altında yer aldığı ve değişim ve süreklilik ile kültürel miras farkındalığını sağlamak amacıyla kullanıldıkları anlaşılmıştır.
The involvement of history subjects in life knowledge courses is important in the construction of history awareness and historical learning in the early ages. The teaching of history subjects in primary school is directly related to the pedagogical approach. In historical learning, as in our country, if a approach close to Piaget's theory of cognitive development is influenced, it is believed that the child is in a period of concrete processes up to the age of 12, which is the magical year. History lessons with sout content can only be learned from this age, i.e. in the period of abstract processes. If an approach close to the historical phases of Egan is influenced, it is claimed that the child can learn history from the mythical stage (4-9 years old). Thus, students meet history subjects earlier in age. In Germany, primary school students meet with history subjects in their life knowledge courses (Sachunterricht). The purpose of this research is to study what the history subjects within the life knowledge course in Germany are and how history is used. A document study was conducted in the study of the quality research patterns used for the study of the situation. The research data is obtained from the life-knowledge curricula and is achieved by making findings, visual analysis and content analysis. The examples of the study are a life-knowledge curriculum that is taught in two, three, and fourth classes in Germany. According to the findings of the study, the concept of "looking into the past makes it possible to learn for the present and the future" in the life-knowledge curricula is included from the concept of time, from the close surroundings of the child based on change and continuity, from the local historical subjects to the historical background of the place in which he lives, as well as from the first people, from the formation of nature and natural elements, from the objects used in the past and today, from the subjects of life in the Middle Ages. It is also understood that the history subjects are under the themes ‘local history/place history’, ‘object/object history’, ‘social history/day life history’, ‘Middle Ages history’ and are used to provide awareness of change and continuity and cultural heritage.
The inclusion of history subjects in life studies courses is important in the construction of historical awareness and historical learning at an early age. Teaching of history subjects in primary school is related to pedagogical approach. If the pedagogical approach close to Piaget’s cognitive development theory is effective in the historical learning of a country, like in our country, in this context, the child is in the concrete operational stage until the age of 12, which is a magical year for children’s developmental process. History courses with abstract content can only be learned from this age, that is, in the formal operational stage. If the pedagogical approach close to Egan’s historical thinking approach is effective in the historical learning of a country, it is argued that the child can learn history from the mythic stage (4-9 years). Thus, students encounter history subjects at an earlier age. Elementary school students meet with history subjects in life studies course (Sachunterricht) in Germany. The purpose of this study is to examine what are the topics of history and how history is used in the life studies course textbooks in Germany. A case study of qualitative research techniques was used in this study. The study data were obtained from relevant textbooks by document analysis and the study findings were obtained with descriptive analysis and content analysis. The sample of the study includes two 3rd grade and one 3rd/4th-grade life studies (Sachunterricht) textbooks in Germany. The study results have shown that these life studies textbooks which embrace the understanding of "looking at the past makes possible of learning for the present and the future", include the subjects ranging from the concept of time, the immediate surroundings of children based on change and continuity, to the historical background of the places where children live, as well as from the first people to the medieval life and the shaping of nature and natural elements. Also, it has been understood that the subjects of history are under the themes of ‘local history/ history of place’, ‘history of goods/ objects’, ‘social history/ history of everyday life’, ‘history of Middle Ages’ and history is used to provide awareness of change and continuity and cultural heritage.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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