Özet:

One of the most important problems of contemporary history education is about how to perform history education to a child growing up with improved audiovisual opportunities. Most of the discussions in the field of history education are related to the new education methods. The re-experiencing process of history or teaching the children how to study history as a result of the ongoing studies are among the major problems. In this study, it is aimed to give an example to analytic history education by the semiotic and content based comparison of the discourse of “Kanuni Sultan Suleyman” in 10th grade history textbook which is developed according to the history education curriculum and history themed television series named “Magnificent Century.” Document review methods and techniques are used in this qualitative characterized study. The technique of document revision includes the analysing process of the targeted phenomenon to research. Qualitative research method can be used alone as well as it can be used with the other research methods. The research group of the work is composed of 10th grade history textbook which is developed according to the history education curriculum and history themed television series named “Magnificent Century”. History education curriculum, history textbooks and historical television series are evaluated under the total field of this survey. 10th grade history education curriculum, 10th grade history textbook and historical television series named “magnificent century” are sampled under the work. History based movies and television series are important materials of education for the teachers of this field from the aspects of younger education, gaining history awareness, concretization of the continuum between past and present, provision of the history subject’s concepts expression. Nevertheless, here the problem of the usage dimensions of audio-visual materials appears. The results of the present history researches and textbooks must be preserved as the main sources of history education. Although, films and series are important materials, they shouldn’t be replaced with scientific resources of history education. Because of their fictive structure it can’t be expected from them to express historical characters and phenomenon correctly. In this age, audio-visual materials have an important role on individuals’ attitude about historical and social facts. When the history themed movies and series are examined from this aspect, the analysing process of this materials and their interpretation even with the inclusion of children who are in their audience would be effective on the internalization of historical knowledge.

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