SavedAdd your journal

Journals / Türk Eğitim Bilimleri Dergisi / 2009 / Cilt: 7 - Sayı: 2

The effect on academic success of using historical places in teaching social studies'

Cemil Cahit YEŞİLBURSA
A. Kürşat GÖKKAYA
Pages
483–506
Publication Date
2022-11-05
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the research, it has been proved that the new teaching methods in terms of the historical places, which focus on the learner and address many aspects of teaching, have indicated much more success than the traditional teaching methods, which takes the students’ success and the permanence of the learning process into consideration.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, the aim is to determine whether there is a significant difference between the traditional teaching and the new teaching methods in terms of the historical places of “The Foundation of Ottoman Empire” in the course of the sixth grade in the realm of the students’ academic success and making learning more meaningful.
📊
Key Findings & Data:The study was carried out through pre-test, post-test, permanence-test and comparative test in the city of Bursa, İnegöl in the spring semester in 2004-2005.
💡
Conclusion & Impact:According to the results of the research, it has been proved that the new teaching methods in terms of the historical places, which focus on the learner and address many aspects of teaching, have indicated much more success than the traditional teaching methods, which takes the students’ success and the permanence of the learning process into consideration.
🔬Design:Research Article
📍Scope:2004-2005 Verileri
⚙️Variables:Domain Parameters

Abstract

In this study, the aim is to determine whether there is a significant difference between the traditional teaching and the new teaching methods in terms of the historical places of “The Foundation of Ottoman Empire” in the course of the sixth grade in the realm of the students’ academic success and making learning more meaningful. The study was carried out through pre-test, post-test, permanence-test and comparative test in the city of Bursa, İnegöl in the spring semester in 2004-2005. The groups were appointed by the impartial selection method. The field trips with the experimental group through the new teaching methods in terms of the historical places such as Söğüt Ertuğrul Tomb, Bilecik Şeyh Edebali Tomb, medresseh, in Bursa. On the other hand, the traditional teaching method was administered to the control group in the actual classroom atmosphere. According to the results of the research, it has been proved that the new teaching methods in terms of the historical places, which focus on the learner and address many aspects of teaching, have indicated much more success than the traditional teaching methods, which takes the students’ success and the permanence of the learning process into consideration.

🔖

Cite This Article

YEŞİLBURSA, C. C., GÖKKAYA, A. K. (2022). The effect on academic success of using historical places in teaching social studies'. Türk Eğitim Bilimleri Dergisi, Cilt: 7 - Sayı: 2, 483–506. https://ajindex.com/articles/623273

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Bilici, L. (1998). İlkokul ders kitaplarında tarih bilgileri ve ilkokul çocuğu. S. Özbaran (Haz.), Tarih Öğretimi ve Ders Kitapları. İzmir:
  2. Dokuz Eylül Yayınları.
  3. Boland, B. M. (1993). Where did history happen? CRM: Teaching With Historic Places, 16(2). p. 1–4. İnternetten 08 Kasım 2005 tarihinde elde edilmiştir. http://crm.cr.nps.gov/index.htm
  4. Boland, B. M. (1994). Our past / ourselves: teaching with historic places. CRM: Using The National Register of Historic Places, 17, p.33–35. İnternetten 12 Kasım 2005 tarihinde elde edilmiştir. http://crm.cr.nps.gov/index.htm
  5. Boland, B. M. (2002). Historic places: common graund for teachers and historians.OAH Magazine of History, 16 (2). İnternet’ten 23 Mart 2006’da elde edilmiştir. http://www.oah.org/pubs/magazine/publichistory/boland.html
  6. Callentine, K. K. (2000). Teaching with historic places in the classroom. CRM: Creative Teaching with Historic Places, 23(8). p. 17–18. İnternetten 2 Ocak 2006 tarihinde elde edilmiştir. http://crm.cr.nps.gov/index.htm
  7. Harper, M. (1997). Including historic places in the social studies curriculum. Internet’ten 7 Ocak 2006’da EBSCO veri tabanından (ERIC) alınmıştır: http://www.ebsco.com
  8. Harper, M. (2000). Seeing is believing- twhp field studies. CRM: Creative Teaching with Historic Places, 23 (8). p.23–24. İnternetten 5 Mart 2006 tarihinde elde edilmiştir. http://crm.cr.nps.gov/index.htm
  9. Horton, J. O. (2000). On site learning- the power of historic places. CRM: Creative Teaching with Historic Places, 23 (8). p.4–5. İnternetten 6 Mart 2006 tarihinde elde edilmiştir. http://crm.cr.nps.gov/index.htm
  10. Hunter, K., Shull, C.D. (1992). Teaching with historic places. Social Education, 56(5). p.312. Hunter, K. (1993). Teaching with historic places. Internet’ten 23 Şubat 2006’da EBSCO veri tabanından (ERIC) alınmıştır: http://www.ebsco.com
  11. Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri. Ankara:
  12. Tekışık Web Ofset. Karasar, N. (1995). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Ankara: 3 A Araştırma ve Eğitim Danışmanlık Ltd. Nash, G. B., Symcox, L. (1991). Bringing history alive in the classroom: a collaborative project. OAH Magazine of History, 6, p.25–29. 16 (2). İnternet’ten 12 Eylül 2005’de elde edilmiştir. http://www.oah.org/pubs/magazine.
  13. Olio, B. K. (2000). Creating place-based classroom resources—teaching with historic places lesson plans. CRM: Creative Teaching with Historic Places, 23 (8). p.10–11. İnternetten 5 Mart 2006 tarihinde elde edilmiştir. http