Abstract:

This study aimed at determining what the historical series and films reflect in the social information course in accordance with the teacher's opinions. The work is carried out according to the status research patterns. The work group consists of 10 social information teachers who work in public schools. Participants are determined by the maximum diversity of sample methods for the purpose. The study used a semi-configured conversation form as a data collection tool and the data obtained was analyzed using the NVivo 10 program. According to the participants, historical series and filaments increase the level of student's cognitive preparation in the social information course, contribute to the materialization of the information learned in the course in the students' minds and to the development of their skills to perceive time and chronology. However, according to the participants, some historical series and files cause students to learn some historical information wrongly and to form a wrong perception of the date. Also, the scenes of violent or violent appearances in some series and movies, according to the participants, are a bad example for students.

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