Özet:

One of the top subjects in the social information lesson is undoubtedly the teaching of the subjects of history. According to the qualities that the teaching of the subjects of history has, social information carries different characteristics than the teaching of other subjects of the course. Therefore, the opinions of teachers on the teaching of historical subjects in the social information course and the methods they use in the teaching of these subjects are very important. The research aims at teaching teachers of social information on the history subjects included in the social information course, the methods they use in teaching these subjects and their views on these methods. The research method has been used. Participants are selected using the standard sample method. To be a social information teacher for at least 5 years, to be actively entering the social information course and to be considered gender. In the study, 5 men and 5 women were interviewed with 10 social information teachers. The interview form was developed by researchers by applying to the expert opinions. In the analysis of the interviews, the visual analysis method was used. The study found that the teachers' opinions on the competence of historical subjects in social information classes differed. Some teachers emphasized that history subjects were sufficient, while some teachers not sufficient. Most teachers pointed out that there are problems with the arrangement and ranking of history subjects in the social information curriculum. According to the study, half of the teachers found that the subject of the Ataturk Principle and Inklapes was removed from the fifth class, while the other half found that it was not appropriate. The teachers have achieved the conclusion that they prefer different methods and techniques in teaching history subjects. However, it has been found that most of them prefer the method of correct narration and the method of question-response. Teachers pointed out that the methods and techniques that students actively participate in the class are effective in learning the subjects, increasing interest in historical events, and learning by fun. The most fundamental problems that teachers experience in the teaching of history subjects are the low level of students, the irregularity of the subjects, the crowd of classes, the abstractness of the subjects, the complexity of the subjects, the student’s prejudices to history subjects, the disinterest, the lack of class hours, the material problems, and the memory. He noted that the methods and techniques used by most teachers in teaching history subjects differ according to the methods and techniques used in teaching other subjects. Teachers pointed out that the characteristics and content of the subjects in their choice of methods and techniques they apply in the course, the age level, needs, interests, experiences, perspectives of students are effective. The research also found that most of the social information teachers did not take courses at the bachelor or master level related to the teaching of history subjects, they did not read the books published in this field.

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