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Bu çalışmanın amacı, Türkiye’de tarih eğitimi, öğretimi ve yazıcılığı alanında yapılmış lisansüstü tezleri incelemek ve bu çalışmalardan elde edilen sonuçlardan hareketle tarih eğitimi, öğretimi ve yazıcılığı ile ilgili çeşitli öneriler geliştirmektir. Çalışmanın tarih eğitimi, öğretimi ve yazıcılığı alanında hazırlanmış olan lisansüstü tezlerin; cinsiyetlerine, yıllarına, üniversitelerine, enstitülerine, danışman unvanlarına, türüne, yöntemine, konularına (temalarına) göre inceleyerek bu alanda yapılan tezlerin genel çerçevesini görmek bakımından yararlı olacağı düşünülmektedir. Araştırmada nitel araştırma yöntemlerinden durum çalışması yapılmıştır. Bu çerçevede doküman incelemesi yapılan bu çalışmada dokümanlara ulaşma, orijinalliğin kontrol edilmesi, dokümanların anlaşılması, verinin analiz edilmesi ve verinin kullanılması şeklinde beş aşama izlenmiştir. Araştırmanın ilk aşamasında Ulusal Tez Merkezi’ndeki ayrıntılı tarama seçeneğiyle “tarih eğitimi”, “tarih öğretimi”, “tarih yazımı”, “tarih yazıcılığı”, “tarih ders kitapları”, “lise tarih”, “ortaokul tarih”, “ilkokul tarih” ile “tarih ve öğretmen” anahtar kelimelerinde geçen toplamda 345 teze ulaşılmıştır. Tezlerin hepsi tek bir Excel dosyasında birleştirilmiş, farklı anahtar kelimelerde tekrarlanan tezler, özeti olmayan ve konuyla ilgisi olmayan 40 tez çıkarılmıştır. Toplamda 251’ı yüksek lisans, 54’i doktora olmak üzere toplam 305 tez çalışma kapsamına alınmıştır. Bulgulara göre; ilk yüksek lisans tezinin 1991 yılında, doktora tezinin ise 1997 yılında yapıldığı belirlenmiştir. Yüksek lisans tezlerinde en çok işlenen tema “Strateji-Yöntem-Teknik”, doktora tezlerinde ise “Strateji-Yöntem-Teknik”, ”Beceri Eğitimi”, “Tarih Yazıcılığın Tarihçesi” ve “ Diğer Ülkelerin Tarih Eğitimi” temalarının olduğu görülmüştür. Lisansüstü tezlerin %28’inin çalışma desenlerinin belirsiz olduğu tespit edilmiştir.
The aim of this study is to examine the graduate theses made in the field of history education, teaching and writing in Turkey and to develop various suggestions related to history education, teaching and writing based on the results obtained from these studies. It is thought that the theses repaired in the field of history education, teaching and writing will be useful in terms of examining according to their gender, years, universities, institutes, advisor titles, type, method, subjects (themes) and to see the general framework of the theses made in this field. Case studies were conducted from qualitative research methods. Within this framework, five stages were followed in the form of reaching documents, checking authenticity, understanding documents, analyzing data and using data. During the first phase of the research, via the detailed scan opting on the homepage of the National Thesis Center, 345 theses including the key words "history education", "teaching history", "history", "historiography", "history textbooks", "high school history", "secondary school", "primary school history " and "history and teacher" were reached. All of the theses were combined in a single Excel file, scanned again for different keywords and 40 theses with no summary and no relevance to the subject were taken out. A total of 305 theses, 251 of which are masters and 54 of which are PhD, were included in the scope of the study. According to the findings; the first master's thesis was made in 1991 and the doctoral thesis was made in 1997. The most common theme in the master's theses is "Strategy-Method-Technique", in the PhD these the most common themes are "Strategy-Method-Technique", "Skill Training", "History of Historiography" and "History Education In Other Countries". It was found that in 28% of the post-graduate theses the study patterns were uncertain.
The aim of this study is to examine the graduate theses made in the field of history education, teaching and writing in Turkey and to develop various suggestions related to history education, teaching and writing based on the results obtained from these studies. It is thought that the theses repared in the field of history education, teaching and writing will be useful in terms of examining according to their gender, years, universities, istitutes, advisor titles, type, method, subjects (themes) and to see the general framework of the theses made in this field. Case studies were conducted from qualitative research methods. Within this framework, five stages were followed in the form of reaching documents, checking authenticity, understanding documents, analyzing data and using data. During the first phase of the research, via the detailed scan opting on the homepage of the National Thesis Center, 345 theses including the key words “history education”, “teaching history”, “history”, “historiography”, “history textbooks”, “high school history”, “secondary school”, “primary school history ” and “history and teacher” were reached. All of the theses were combined in a single Excel file, scanned again for different key words and 40 theses with no summary and no relevance to the subject were taken out. A total of 305 theses, 251 of which are masters and 54 of which are PhD, were included in the scope of the study. According to the findings; the first master's thesis was made in 1991 and the doctoral thesis was made in 1997. The most common theme in the master’s theses is “Strategy-Method-Technique”, in the PhD these the most common themes are “Strategy-Method-Technique”, ”Skill Training”, “History of Historiography” and “ History Education In Other Countries”. It was found out that in 28% of the post-graduate theses the study patterns were uncertain.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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