Özet:

The aim of this study is to reveal the effects of the "History Methodology" course processed with virtual reality glasses on the attitudes of the scientists candidates in this course. In this direction, a karma model has been used where both the quality and quantitative data collection methods are addressed together. In the quantitative part of the study, the one-group "pre-test"-"last test" model was applied from the pre-test patterns. Thus, 60 scientists who studied in the History Department of the Hatay Mustafa Kemal University of Science and Literature in order to study the change in the attitudes of the students to this course of the History Methodology course processed using virtual reality technology have been identified. Based on the essence of volunteering and randomly selected subjects, before application, the "History Methodology Course Attitude Scale" was made as a pre-test. In the course of History Methodology with the historian candidates, the topics and concepts of "historic places" and "historic places" were processed through virtual reality glasses for 2 hours. The "History Methodology Course Attitude Scale", first applied as a pre-test for the detection and observation of the status of students, was repeated after the event as a final-test and the link between the data obtained without both measurements was interpreted. In the qualitative part of the study, the data was created to the students after the application with "semi-configured conversation forms". Quantitative data obtained according to the study has been verified with the SPSS 20.0 analysis program. The differences between the pre-test and final-test scores of the outcome results were interpreted using the T-Test (student test) analysis of Dependent Groups. According to the study, the researchers who participated in the application were compared with the pre-test points that the candidates were given from the history methodology course attitude scale, and the final test points were compared, and there was a significant difference between them. It has also been observed that the candidates have loved the lesson with virtual reality glasses, their interest in the lesson has increased and their motivation has increased. However, some candidates have been found to have adverse effects such as headache or eye fatigue due to the prolonged duration of use of virtual reality glasses.