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Türk eğitim tarihi incelendiğinde tarih eğitiminin her dönemde üzerinde önemle durulan bir konu olduğu, bilhassa Cumhuriyet döneminden itibaren daha büyük bir hassasiyetle tarih eğitimine odaklanıldığı görülmektedir. 1925 yılında Tedrisat Mecmuasında Ali Fahrettin tarafından yayınlanan “İlk Mekteplerde Tarih Tedrisatı” başlıklı makalede de tarih öğretimiyle ilgili çocukların başarısızlıklarının nedenlerinin araştırıldığı bir anket çalışmasının yapıldığı görülmektedir. Bu çalışmada bahsedilen metinde öğrencilere sorulmuş olan tarih sorularının Bloom taksonomisine göre analizlerinin yapılması ve o dönemde tarih derslerinde öğrencilerden beklenen bilişsel düzeyin ortaya konulması amaçlanmıştır. Çalışmanın amacına uygun olarak yapılan analiz sonucunda o dönemde ilkokul 3. 4. ve 5. sınıf öğrencilerine yöneltilen tarih sorularının düzeyleri Bloom taksonomisine göre ortaya konulmuştur. Çalışma doküman incelemesi yöntemiyle gerçekleştirilmiş nitel bir araştırmadır. Verilerin analizinde betimsel analiz uygulanmıştır. Metinde yer alan sorular Bloom’un Bilişsel Alan Sınıflandırmasında yer alan bilgi, kavrama, uygulama, analiz, sentez ve değerlendirme düzeylerine göre sınıflandırılmıştır. Sonuç olarak öğrencilere sorulan soruların ağırlıklı olarak analiz, sentez ve değerlendirme düzeyinde olduğu tespit edilmiştir. Analizi yapılan 14 sorudan 5’inin analiz düzeyinde, 3’ünün bilgi, 3’ünün sentez ve 3’ünün değerlendirme düzeyinde olması öğrencilerin üst düzey bilişsel davranışlarının tespit edilmeye çalışıldığını göstermektedir. Öğrencilerin cevapları incelendiğinde 3. ve 5. sınıflarda en çok yanlış cevabın sentez düzeyindeki sorulara verildiği, 4. sınıflarda ise en çok yanlış cevabın değerlendirme düzeyindeki soruya verildiği görülmektedir. Öğrencilerin yanlış cevaplarının kavram yanılgılarından ve zamanı algılama becerilerindeki eksikliklerden kaynaklandığı anlaşılmaktadır.
When the history of Turkish education is studied, it appears that history education is an important subject in every period, especially since the Republic period, with a greater sensitivity focusing on history education. In 1925, the article entitled "History Treatment in the First Messages" published by Ali Fahrettin in the Mecca of Tedrisat also shows that a survey was conducted in which the causes of failure of children related to history teaching were investigated. The study aims to analyze the history questions asked to students according to Bloom’s taxonomy and to reveal the cognitive level expected from students in the history courses during that period. According to the results of the study, the study was conducted in accordance with the purpose of the 3rd grade. 4 and 5. The levels of history questions addressed to classmates are revealed according to the Bloom taxonomy. The study is a qualitative research conducted by the method of document examination. Imaginary analysis of the data is applied. The questions in the text are classified according to the levels of information, understanding, application, analysis, synthesis and evaluation included in Bloom's Cognitive Field Classification. As a result, the questions asked to students were found to be mainly at the level of analysis, synthesis and evaluation. 5 of the 14 questions analysed at the level of analysis, 3 of the information, 3 of the synthesis and 3 of the evaluation levels show that students are trying to identify the highest levels of cognitive behavior. Students are examining the 3 and 5 answers. In classes, many wrong answers are given to questions at the synthesis level, and in classes, many wrong answers are given to questions at the assessment level. It is understood that the student's wrong answers are caused by conceptual errors and lack of time perception skills.
When the history of Turkish education is examined, history education has been a subject that is emphasized in every period. Especially since the Republican period, it has been seen that history education has been focused on greater sensitivity. In the article titled Teaching History in Primary Schools published by Ali Fahrettin in Tedrisat Journal in 1925, it was seen that a questionnaire was conducted to investigate the causes of the student’s failures in history teaching. In this study, it has been aimed to analyze the history questions asked to students in the text mentioned in accordance with Bloom taxonomy and to reveal the cognitive level expected from students in history lessons at that time. As a result of the analysis made in accordance with the purpose of the study, the levels of history questions directed to the 3rd, 4th and 5th grade students at that time were determined according to the Bloom taxonomy. The study is qualitative research carried out by the document review method. Descriptive analysis was applied in the analysis of the data. The questions in the text were classified according to the levels of knowledge, comprehension, application, analysis, syntheses and evaluation in Bloom's Cognitive Domain Classification. As a result, it was found that the questions asked to the students were predominantly at the level of analysis, syntheses and evaluation. The fact that 5 of the 14 questions analyzed were at the analysis level, 3 were at the information level, 3 were at the synthesis level and 3 were at the evaluation level, indicates that the students' high-level cognitive behaviors were tried to be determined. When the answers of the students are examined, it is seen that most of the wrong answers are given to the questions at the synthesis level in the 3rd and 5th grades, and most of the wrong answers are given to the questions at the evaluation level in the 4th grades. It is understood that students' wrong answers are due to misconceptions and deficiencies in time perception skills.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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