Özet:

History teaching in the context of constructivist education aims to gain students historical thinking skills and to be active in the course process. Using historical evidences and questioning these evidences is effective in gaining skills to students. This enables students in history courses to interact with historical evidence like little historians. Students also acquire historical thinking skills expected of them. In this study, according to the evidence-based history teaching approach, the Secondary Education textbook of Turkish Republic History of Revolution and Kemalism [T.C. İnkılap Tarihi ve Atatürkçülük] has been examined. The aim of the research is to reveal the suitability to evidence-based history teaching of the Secondary Education textbook of Turkish Republic History of Revolution and Kemalism. The case study, one of the qualitative research designs, was used in the research and the data were obtained by document analysis. The obtained data were interpreted with descriptive analysis and content analysis. According to the results of the study, it was determined that first-hand evidence that enables students to gain historical thinking skills is used less than second-hand evidence in the understanding of evidence-based learning. Also it was revealed that the relationship between the acquisitions and skills determined in the history teaching program was not reflected in the textbook.

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