Abstract:

Studies in History teaching act by a approach where the value of knowledge and student experiences are taken into account, the student's effective participation in life, the right decision making, the problem-solving support and development, the student's creative, critical, empathic thinking skills and evidence-based learning are in the forefront in classroom and non-class activities designed. With this approach, it is necessary to have a variety of methods and techniques of learning and teaching that are specific to the course of history to reach each student in the history course. Therefore, it is important to diversify and enrich the active teaching methods that can be applied in history courses. The aim of this study is to compare the practices of historical animation and simulation, which can be described as an alternative example of application in history courses, and to reveal their similarities and differences. Simulation in this study is considered as an application that allows students to participate actively in the classroom through the resources collected by the teacher on a topic more than the use of computer and technology. Historical revitalization is defined as an area of application that allows students to witness an important historical event to be carried out by creating the historical atmosphere of the period revitalized within the framework of historical reality and to experience this experience. This research, designed in the quality research model, used document analysis; the field relating to the fields of application in question was studied in the summer. As a result, historical resuscitation and simulation are similar points in terms of pre-application preparation, implementation order and post-application evaluation processes, although they are different from historical resuscitation practices in basic points such as the creation of an artificial problem state, the fact that the simulation does not require historical place. The well-designed and guided simulation in the educational environment can facilitate students to learn certain concepts and knowledge, develop many cognitive skills such as decision making, problem solving and sample recognition. However, historical animation practices in the process, in addition to these cognitive skills, also focus on the development of sensual and psychomotor skills.

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