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Bu araştırmada 1970’lerden günümüze kadar tarih dersi almış kişilerin anılarından hareketle tarih derslerine yönelik görüşlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden fenomenolojik yaklaşımda desenlenen araştırmanın katılımcıları lise mezuniyet tarihleri 1970 ve 2020 yılları arasında değişen 28 kişiden oluşmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış, veriler yarı yapılandırılmış görüşmelerle toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözülenmiştir. Araştırma sonucunda; bazı katılımcılar tarih öğretmenlerini sevdikleri için tarih derslerini de sevdiklerini ifade ederken bazı katılımcılar ise tarih derslerini ezbere dayalı, sıkıcı olarak değerlendirdikleri tespit edilmiştir. Ders anlatım becerisi güçlü, derste öğrencilerine söz hakkı veren ve alan bilgisi güçlü öğretmenleri olumlu görüşlerle anlatırken, sadece düz anlatım yöntemiyle ders anlatan, öğretmenden çok memur zihniyetinde olan, bıkkın, sert mizaçlı ve sinirli öğretmenleri olumsuz görüşlerle anlatmışlardır. Katılımcılar etkili tarih öğretimine yönelik; derste teknoloji ve materyal kullanılması, öğretim yöntem ve tekniklerinin kullanılması, öğrenci merkezli dersler yapılması, tarihi alan gezilerinin yapılması, öğretmenlerin mesleğini sevmesi, öğrencilere tarihi sevdirmesi ile genç ve dinamik olması gibi önerilerde bulunmuşlardır.
This study aims to identify the views of people who took history lessons from the 1970s to the present day from the memories of people who took history lessons. The participants of the research developed in a phenomenological approach from the quality research methods consist of 28 people who graduate from 1970 to 2020 years. As a data collection tool, a semi-configured conversation form is used, the data is collected with semi-configured conversations. The data obtained was solved by the content analysis method. According to the research, some participants expressed their love for history teachers, while some participants found their history lessons to be memorable and boring. The teaching skills are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong, the teachers are strong. Participants have made suggestions such as effective history teaching; the use of technology and materials in the classroom, the use of teaching methods and techniques, student-centered courses, making historical field trips, teachers love their profession, students love history and be young and dynamic.
In this research, it is aimed to determine the views of people who have taken history lessons from the 1970s to the present, based on their memories. The participants of the research, which was designed in the phenomenological approach, which is one of the qualitative research methods, consisted of 28 people whose high school graduation dates were between 1970 and 2020. A semi-structured interview form was used as a data collection tool, and the data were collected through semi-structured interviews. The obtained data were solved by content analysis method. As a result of the research; While some participants stated that they like history lessons because they like history teachers, it has been determined that some participants evaluate history lessons as memorized and boring. Teachers who have strong lecture skills, who give their students a say in the lesson and who have good content knowledge, have positive opinions, while teachers who teach only with direct expression method, who are more in the mentality of an officer than a teacher, who are bored, have a harsh temperament and angry, have negative opinions. Participants aimed at effective history teaching; They made suggestions such as using technology and materials in the lesson, using teaching methods and techniques, making student-centered lessons, making historical field trips, teachers' love of their profession, students to love history and being young and dynamic.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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