Özet:

Evidence and sources are employed in the teaching of historical subjects. When the studies on this subject were examined, it was found that evidence and sources have many benefits in terms of history teaching. On the other hand, there are little studies on what evidence and sources can be reflected in historical stories. However, it has not been revealed how the use of evidence and resources affects the historical narrative levels. In this context, the purpose of the research is T.C. In the teaching of History and Atatürkçülük, it is to describe how evidence and resource use reflects on historical narratives and historical narrative levels. For this purpose, the method of quality research, the case study approach has been used. The study included 14 students of the 8th grade of an official high school associated with the MEB located in a rural area of Sakarya city (9 girls, 5 boys). Participants are determined according to the measurement status sample method. In this context, the participants are selected amongst students who have not previously experienced working with evidence and resources. The data was collected in the first period of the 2018/2019 educational year. As data collection tools; personal information forms, participating observations, group discussion notes and documents have been used. On the collected data, a tubular and imagistic analysis was made. The analysis of the data found that evidence and resource use had various reflections in terms of providing historical information and improving thinking. It is also found that the stories point to the stories from the level 1, 2 and 3. As a result, it can be said that students use evidence and resources to support their stories and distort other opinions.

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