Özet:

The history lesson, which deals with a number of events and facts in the past, also includes different moral judgments and human values. The history lesson, which is the accumulation of these experiences, is expected to increase students’ acquisition of a variety of values and judgments. The existence of different values and judgments in history lessons shows some similarities with Kohlberg's moral dilemma. Therefore, the main subject of the study is how history lessons with similar characteristics to Kohlberg’s moral development affect students’ moral reasoning skills. The study was carried out using qualitative research methods and action research. In this context, ten students from senior high school and university preparatory school students have been taught evidence-based history lessons. A total of 3 history lessons were conducted based on the Sibling Mass, Wealth Tax and Crusades. In these lessons, students were given the opportunity to express their comments on historical events related to the aforementioned topics in a transparent environment. Thus, an interactive and democratic environment was tried to be created. Students' comments, manners and behaviors were recorded through evidence-based history lessons. The data obtained were interpreted using observation and document analysis. As a result of evaluating the data, positive results were obtained that history lessons could improve moral reasoning skills in students.

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