Perceptions of Social Studies Teacher Candidates on Historical Literacy Skills: The Case of Inonu University

Abstract

Historical literacy has generally been expressed as a historical thinking skill. In this framework, it is seen that he has some sub-skills. As sub-skills of historical literacy, knowing or understanding historical events, researching historical events, dealing with events within the framework of cause-effect relationship, considering events in order of occurrence, relating events in the context of past and present, detecting contradictions between what is told, establishing historical empathy, knowledge of the historical language of the period in which the event occurred and the society, the ability to make moral judgment while conveying the events, the ability to narrate the events, to use the information and communication technologies required by the period and to evaluate the events multi-dimensionally. The development of historical thinking skill as a society undoubtedly depends on the development of historical literacy level. In this context, it was aimed to determine the perceptions of prospective teachers on history literacy skills. In line with this purpose and in the study "supported by the Scientific Research Projects Coordination Unit of Inonu University with the number SBA-2019-1860", the questionnaire prepared by the random sampling method, taking into account the pandemic conditions, was applied to 50 teacher candidates. Within the framework of the application, a questionnaire consisting of 3 items developed by the researcher was used. The data obtained in the study carried out with the descriptive survey model were evaluated with content and descriptive analysis techniques, and the findings were presented in tables. Looking at the findings of the study, it was revealed that social studies teacher candidates have remarkable perceptions about historical literacy skills.