Abstract:

The aim of this research is to demonstrate the importance of teaching the concepts that play a decisive role in the formation and formation of historical thinking and understanding of students; the objective of this research is to reveal the knowledge of the students about the specific concepts that pass in the Inquisition History course taught in the 8, 11 and Bachelor I classes. In the framework of this general objective, the study group has sought to find answers to the questions about how the knowledge defined as full understanding, partial understanding, partial understanding/fake concepts, misconcepts and incomprehensible concepts is distributed according to gender and class levels. The work group of the research in Adana and Aksaray provinces constitutes a total of 450 students who are studying in the middle-socio-economic levels related to the Ministry of National Education in the middle and high schools; 8th and 11th grade students; Economics and Administrative Sciences in Çukurova and Aksaray University, Engineering Architecture and Education Faculty's I. Class students.  The study included 15 concepts developed by researchers as a data collection tool, a form requested by students to be sampled in the context of historical identification and history course. The analysis of the data obtained in the study was carried out by calculating the percentage and frequency values of the students’ answers to the concepts contained in the data collection tool. In this particular study, the concepts of Republicanism, National Independence, and National Sovereignty are often misunderstood at each of the three classes; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the history is given correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the definition is made correct; the concepts in which the concept is made correct; the concepts in which the concept is made correct; the concepts in which the concept is made correct; the concepts in which the concept is made correct; the concepts in which the concept is made correct; Keywords: tc Abstract: Moving from the importance of teaching concepts that play a decisive role in the formation and shaping of understanding of the historical thought of the students, the aim of this research is to reveal the information of the students related to the specific concepts taught in Turkish Revolution History courses for 8th, 11th grade of high school and 1st of undergraduate. Within the framework of this general goal, it has been tried to answer the questions about how the distribution of the information defined as full understanding, partial understanding, partial understanding/misconception, misconception and not understood concepts towards the concepts of the students in the working group related to the Turkish Revolution History, realized according to the gender and grade. The students of 8th grade of secondary schools and 11th of high schools located in the middle socio-economic level, depended Ministry of Education in Adana and Aksaray, and the students of 1st grade of Faculties of Economic and Administrative Sciences, Engineering and Architecture, and Education Faculties in the Cukurova and Aksaray University constitute the working group of the research which is totally 450 students. Within this research, it has been used a form in which includes the 15 concepts developed by researchers, asked for defining the history and illustrating history in the context of history lesson by these concepts, as a means of data collection. The analysis of the data obtained in the research has been performed by calculating the percentage and frequency of answers for the concepts that are in the means of data collection. During this study in all three degrees, the concepts mostly misunderstood have been "republicanism, national independence and national sovereignty"; the concepts defined most correctly have been "imperialism, future (in old Turkish), monotheism (in Arabic origin)"; the concepts the most illustrated rightly have been "circular, truce, attack (in old Turkish)"; the concepts understood mostly have been "ally, organization (in old Turkish)"; the concept misunderstood/unanswered mostly has been "ultimatum". Keywords: Lesson of Turkish Revolution History and Kemalism, Learning the Concept, Historical Concept.