HISTORY EDUCATION AND DIGITAL SCREEN PLATFORMS

Ümit Demir; Süleyman Ceylan

Makale detayları

HISTORY EDUCATION AND DIGITAL SCREEN PLATFORMS

Yazarlar:

Ümit Demir | Süleyman Ceylan

Yayıncı:

Bingol University

Dergi:

Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 25, pp.384-398

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288743

pISSN:

1309-6672

Anahtar kelimeler:

Özet:

 The history lesson is a fundamental lesson in the formation of national consciousness. Atatürks Principles and Revolution History A.P.R.H. course is given as a compulsory course in this context of the university education process. Digitalization in the teaching process has led to a rapid change in teaching methods and techniques. This change has become a rapid and mandatory change with the Covid-19 pandemic process. During the university education process, A.P.R.H. courses had to continue these processes with distance education in this context. However, the digitization of history started long before the digitization of the teaching process. This digitalization, which started with historical films, TV series, and documentaries, has preceded the education process with the rapid development of social media and video-sharing environments. Information shared in digital environments and not verified by different sources has spread rapidly on the internet and affected large masses. In this study, university students perspectives on the A.P.R.H. lesson and their digital screen preferences in historical research methods were examined. In this context, the study was carried out by A.P.R.H. It was carried out with the voluntary participation of associate and undergraduate students who took the course. A one-dimensional History and A.P.R.H. course attitude scales were used. As a result of the research, it has been seen that university students are most curious about the subjects related to history, they do research on the history and try to verify the historical information they have acquired with different sources of information. When the history research preferences of the students were examined, it was seen that the order of preference was to visit historical museums and historical sites, watch old historical documentaries and movies about history, watch old historical TV series, and follow the posts about history on social media. A.P.R.H. When the students views on determining the opinions about the lesson were examined, the students stated that there was a need for the lesson, but there were also deficiencies.

 The history lesson is a fundamental lesson in the formation of national consciousness. Atatürks Principles and Revolution History A.P.R.H. course is given as a compulsory course in this context of the university education process. Digitalization in the teaching process has led to a rapid change in teaching methods and techniques. This change has become a rapid and mandatory change with the Covid-19 pandemic process. During the university education process, A.P.R.H. courses had to continue these processes with distance education in this context. However, the digitization of history started long before the digitization of the teaching process. This digitalization, which started with historical films, TV series, and documentaries, has preceded the education process with the rapid development of social media and video-sharing environments. Information shared in digital environments and not verified by different sources has spread rapidly on the internet and affected large masses. In this study, university students perspectives on the A.P.R.H. lesson and their digital screen preferences in historical research methods were examined. In this context, the study was carried out by A.P.R.H. It was carried out with the voluntary participation of associate and undergraduate students who took the course. A one-dimensional History and A.P.R.H. course attitude scales were used. As a result of the research, it has been seen that university students are most curious about the subjects related to history, they do research on the history and try to verify the historical information they have acquired with different sources of information. When the history research preferences of the students were examined, it was seen that the order of preference was to visit historical museums and historical sites, watch old historical documentaries and movies about history, watch old historical TV series, and follow the posts about history on social media. A.P.R.H. When the students views on determining the opinions about the lesson were examined, the students stated that there was a need for the lesson, but there were also deficiencies.

 The history lesson is a fundamental lesson in the formation of national consciousness. Atatürks Principles and Revolution History A.P.R.H. course is given as a compulsory course in this context of the university education process. Digitalization in the teaching process has led to a rapid change in teaching methods and techniques. This change has become a rapid and mandatory change with the Covid-19 pandemic process. During the university education process, A.P.R.H. courses had to continue these processes with distance education in this context. However, the digitization of history started long before the digitization of the teaching process. This digitalization, which started with historical films, TV series, and documentaries, has preceded the education process with the rapid development of social media and video-sharing environments. Information shared in digital environments and not verified by different sources has spread rapidly on the internet and affected large masses. In this study, university students perspectives on the A.P.R.H. lesson and their digital screen preferences in historical research methods were examined. In this context, the study was carried out by A.P.R.H. It was carried out with the voluntary participation of associate and undergraduate students who took the course. A one-dimensional History and A.P.R.H. course attitude scales were used. As a result of the research, it has been seen that university students are most curious about the subjects related to history, they do research on the history and try to verify the historical information they have acquired with different sources of information. When the history research preferences of the students were examined, it was seen that the order of preference was to visit historical museums and historical sites, watch old historical documentaries and movies about history, watch old historical TV series, and follow the posts about history on social media. A.P.R.H. When the students views on determining the opinions about the lesson were examined, the students stated that there was a need for the lesson, but there were also deficiencies.

 Tarih dersi milli bilincin oluşturulmasında çok önemli bir derstir. Üniversite öğretim sürecinde de Atatürk İlkeleri ve İnkılap Tarihi Aİ.İ.T. dersi bu kapsamda zorunlu bir ders olarak verilmektedir. Öğretim sürecinde dijitalleşme öğretim yöntem ve tekniklerinin hızlı bir değişimine yol açmıştır. Bu değişim Covid-19 pandemi süreci ile hızlı ve zorunlu bir değişiklik halini almıştır. Üniversite öğretim sürecinde A.İ.İ.T. dersleri bu kapsamda uzaktan eğitim ile bu süreçlere devam etmek durumunda kalmıştır. Oysaki tarihin dijitalleşmesi öğretim sürecinin dijitalleşmesinin çok öncesinde başlamıştır. Tarihi film, dizi ve belgesellerle başlayan bu dijitalleşme, sosyal medya ve video paylaşım ortamlarının hızlı gelişimi ile eğitim-öğretim sürecinin önüne geçmiş durumdadır. Dijital ortamlarda paylaşılan ve doğruluğu farklı kaynaklarca doğrulanmayan bilgiler internet ortamlarında hızlıca yayılarak geniş kitleleri etkiler hale gelmiştir. Bu çalışmada üniversite öğrencilerinin Aİ.İ.T. dersi özelinde tarih dersine bakış açıları ve tarihi araştırma yöntemlerinde dijital ekran tercihleri incelenmiştir. Bu kapsamda çalışma, iki devlet üniversitesinde öğrenimlerine devam etmekte olan A.İ.İT. dersi almış önlisans ve lisans öğrencilerinin gönüllü katılımı ile gerçekleştirilmiştir. Çevrim içi olarak katılımcıların kişisel özelliklerini cinsiyet, günlük telefon ve bilgisayar kullanımı, günlük TV izleme, aylık okunan kitap sayısı belirlemeye yönelik bir form ile araştırmacılar tarafından geliştirilmiş olan ve tek boyutlu Tarih ve A.İ.İ.T. dersi tutum ölçekleri kullanılmıştır. Araştırma sonucunda üniversite öğrencilerinin tarih ile ilgili konulara çoğunlukla merak duydukları, tarih ile ilgili araştırma yaptıkları ve edindikleri tarihi bilgileri farklı bilgi kaynakları ile doğrulamaya çalıştıkları görülmüştür. Öğrencilerin tarih araştırma tercihleri incelendiğinde tercih sıralamasının tarihi müze ve ören yerlerini ziyaret, tarih ile ilgili eski tarihi belgesel ve filmleri izlemek, eski tarihi dizileri izlemek, sosyal medyada tarih ile ilgili paylaşımları takip etmek şeklinde olduğu görülmüştür. A.İ.İ.T. dersine yönelik görüşlerin belirlenmesine yönelik öğrenci görüşleri incelendiğinde, öğrenciler derse yönelik ihtiyacın olduğunu; fakat derse yönelik eksikliklerin de olduğunu belirtmişlerdir.

Makale detayları

HISTORY EDUCATION AND DIGITAL SCREEN PLATFORMS

Yazarlar:

Ümit Demir | Süleyman Ceylan

Yayıncı:

Bingol University

Dergi:

Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 25, pp.384-398

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288743

pISSN:

1309-6672

History Education

Social Media

Historical TV Series

Historical FilmTarih Öğretimi

Sosyal Medya

Tarihi Dizi

Tarihi Film

Sayı

Makale detayları

Yazarlar: Ümit Demir | Süleyman Ceylan

Yayıncı: Bingol University

Dergi: Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 25, pp.384-398

Belge Tipi: Makale

Yayın Tarihi: 4/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001288743

pISSN: 1309-6672

Sayı

Yazarlar:

Ümit Demir | Süleyman Ceylan

Yayıncı:

Bingol University

Dergi:

Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Issue 25, pp.384-398

Belge Tipi:

Makale

Yayın Tarihi:

4/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001288743

pISSN:

1309-6672