Abstract:

The objective of this research is to show the impact of history-backed teaching on the academic achievements of students and levels of awareness in the teaching of the 5th-class "primary civilizations" subjects. The research was conducted in a experimental design from quantum research models; the experimental group in which the story-supported teaching was applied and the control group in which the story-supported teaching was not applied were used in a "pre-test-sontest experiment-controlling group semi-experimental model" in order to reveal the difference between the successes of the experimental group in which the story-supported teaching was applied. To support the results obtained, the quality research models have been used and the students’ opinions have been applied. The study group consists of 66 students in each of the 5/B and 5/C classes located in a school in the district of Malatya Battalgazi, with 33 students. The success test of primary civilizations prepared by the researchers in the collection of quantitative data as data collection tools and the process of collection of quality data also took advantage of the work sheets of each civilization and student interviews. 5 in the application process. Eight stories are designed on the "Primary Civilizations" subject of the "Culture and Heritage" unit included in the classroom curriculum. The findings showed that the average success of the experimental group in which the story-backed teaching method was applied was higher than the average success of the control group in which the traditional teaching method was applied. However, the quality findings obtained show that students can gain awareness of primitive civilizations; they can build empathy by understanding the faces between people from different cultures.

Abstract:

The purpose of this study is to reveal the effect of story-based teaching on students' academic achievement and awareness levels in teaching the subjects of “Ancient Civilizations” in 5th grade social studies course.  The study was carried out in experimental design from quantitative research models. ‘’the pretest-posttest experimental-control group which is a quasi-experimental’’ was used in order to reveal the difference between the success of the experimental group in which the story-based teaching method is applied and the control group in which the story-based teaching method is not applied.  In order to support the results, phenomenology, one of the qualitative research models, was used and students' opinions were considered in the study. The study group consists of 66 students in 5/B (33 students) and 5/C (33 students) classes in a school in Battal Gazi district of Malatya. As data collection tools, achievement test of ancient civilizations prepared by researchers is used in the collection of quantitative data while the worksheets and student interviews of each civilization is used in the process of collecting qualitative data. In the application process, eight stories about “Ancient Civilizations” which is one of the topics of “Culture and Heritage” unit in the curriculum of the 5th grade are designed. According to the results, it was observed that the mean success of the experimental group in which the story-based teaching method is applied is higher than the control group in which the traditional teaching methods are applied.  However, the qualitative findings show that students can gain awareness about the ancient civilizations and they can show empathy by understanding the differences between people of different cultures

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