Historical Evidence Types in the Republic of Turkey Revolution History And Kemalism Textbooks

İlker Dere; Emine Demirci Dölek; Hatice Gedık

Makale detayları

Historical Evidence Types in the Republic of Turkey Revolution History And Kemalism Textbooks

Yazarlar:

İlker Dere | Emine Demirci Dölek | Hatice Gedık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Türkiye Cumhuriyeti Tarihi

Dergi:

Belgi Dergisi Issue 30, pp.255-280

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354956

pISSN:

2146-4456

Anahtar kelimeler:

Özet:

 Textbooks are among the fundamental materials used in history education, facilitating the implementation of evidence-based teaching. In particular, history textbooks play a significant role in shaping individuals values, beliefs, character, and worldview. In this context, the Republic of Turkey Revolution History and Kemalism textbook serves as a crucial resource for evidence-based history teaching in Turkey. These textbooks are essential materials for evaluating how history education is approached at the middle school level. Accordingly, the aim of this study is to assess the use of historical evidence in Republic of Turkey Revolution History and Kemalism textbooks. The study was conducted using the document analysis method, and the data sources consisted of 8th-grade Republic of Turkey Revolution History and Kemalism textbooks published by the Ministry of National Education and Semih Ofset, which were used in Turkish middle schools in 2024. The data obtained from the textbooks were analyzed using content analysis to determine the types of evidence utilized and how they were employed. During the analysis process, evidence types were used as the basis for coding, and the data were classified and interpreted accordingly. The findings of the study indicate that a similar number of historical evidence types were included in the examined textbooks. Among these, visual evidence was the most frequently used, with photographs being the predominant form. However, the inclusion of other types of visual evidence was found to be limited. Among written evidence, speeches were the most commonly utilized, whereas cultural and societal memory-related evidence, such as traditions, customs, ceremonies, and celebrations, were not sufficiently represented in the textbooks. Furthermore, the study found no instances of oral or archaeological evidence. Despite covering topics related to Turkeys recent history, the absence of oral evidence was noted as a significant finding. Consequently, it is recommended that these textbooks be enriched with oral evidence.

 Textbooks are among the fundamental materials used in history education, facilitating the implementation of evidence-based teaching. In particular, history textbooks play a significant role in shaping individuals values, beliefs, character, and worldview. In this context, the Republic of Turkey Revolution History and Kemalism textbook serves as a crucial resource for evidence-based history teaching in Turkey. These textbooks are essential materials for evaluating how history education is approached at the middle school level. Accordingly, the aim of this study is to assess the use of historical evidence in Republic of Turkey Revolution History and Kemalism textbooks. The study was conducted using the document analysis method, and the data sources consisted of 8th-grade Republic of Turkey Revolution History and Kemalism textbooks published by the Ministry of National Education and Semih Ofset, which were used in Turkish middle schools in 2024. The data obtained from the textbooks were analyzed using content analysis to determine the types of evidence utilized and how they were employed. During the analysis process, evidence types were used as the basis for coding, and the data were classified and interpreted accordingly. The findings of the study indicate that a similar number of historical evidence types were included in the examined textbooks. Among these, visual evidence was the most frequently used, with photographs being the predominant form. However, the inclusion of other types of visual evidence was found to be limited. Among written evidence, speeches were the most commonly utilized, whereas cultural and societal memory-related evidence, such as traditions, customs, ceremonies, and celebrations, were not sufficiently represented in the textbooks. Furthermore, the study found no instances of oral or archaeological evidence. Despite covering topics related to Turkeys recent history, the absence of oral evidence was noted as a significant finding. Consequently, it is recommended that these textbooks be enriched with oral evidence.

 Textbooks are among the fundamental materials used in history education, facilitating the implementation of evidence-based teaching. In particular, history textbooks play a significant role in shaping individuals values, beliefs, character, and worldview. In this context, the Republic of Turkey Revolution History and Kemalism textbook serves as a crucial resource for evidence-based history teaching in Turkey. These textbooks are essential materials for evaluating how history education is approached at the middle school level. Accordingly, the aim of this study is to assess the use of historical evidence in Republic of Turkey Revolution History and Kemalism textbooks. The study was conducted using the document analysis method, and the data sources consisted of 8th-grade Republic of Turkey Revolution History and Kemalism textbooks published by the Ministry of National Education and Semih Ofset, which were used in Turkish middle schools in 2024. The data obtained from the textbooks were analyzed using content analysis to determine the types of evidence utilized and how they were employed. During the analysis process, evidence types were used as the basis for coding, and the data were classified and interpreted accordingly. The findings of the study indicate that a similar number of historical evidence types were included in the examined textbooks. Among these, visual evidence was the most frequently used, with photographs being the predominant form. However, the inclusion of other types of visual evidence was found to be limited. Among written evidence, speeches were the most commonly utilized, whereas cultural and societal memory-related evidence, such as traditions, customs, ceremonies, and celebrations, were not sufficiently represented in the textbooks. Furthermore, the study found no instances of oral or archaeological evidence. Despite covering topics related to Turkeys recent history, the absence of oral evidence was noted as a significant finding. Consequently, it is recommended that these textbooks be enriched with oral evidence.

 Ders kitapları, tarih öğretiminde kullanılan temel materyallerden biri olup, kanıta dayalı öğretimin gerçekleştirilmesine aracılık etmektedir. Özellikle tarih ders kitapları bireylerin değer, inanç, karakter ve dünyaya görüşlerinin şekillenmesinde önemli bir rol oynamaktadır. Bu açıdan değerlendirildiğinde, T. C. İnkılap Tarihi ve Atatürkçülük ders kitabı, Türkiyede kanıt temelli tarih öğretimi açısından önemli bir kaynak niteliği taşımaktadır. Bu dersin kitapları, ortaokul kademesinde tarih dersinin nasıl ele alındığını değerlendirmek için önemli bir materyaldir. Bu doğrultuda araştırmanın amacı, T.C. İnkılap Tarihi ve Atatürkçülük ders kitaplarını tarihsel kanıt kullanımı açısından değerlendirmektir. Çalışma, doküman incelemesi yöntemi ile yürütülmüş olup, araştırmanın veri kaynaklarını Millî Eğitim Bakanlığı ile Semih Ofset tarafından yayınlanan, 2024 yılında Türkiyede ortaokullarda 8. Sınıf kademesinde okutulan T.C. İnkılap Tarihi ve Atatürkçülük ders kitapları oluşturmaktadır. Ders kitaplarından elde edilen veriler, içerik analizi yöntemiyle değerlendirilmiş ve hangi tür kanıtların nasıl kullanıldığı tespit edilmiştir. Analiz sürecinde, kanıt türleri temel alınarak bir kodlamalar yapılmış, veriler bu kodlar altında sınıflandırılmış ve yorumlanmıştır. Araştırma sonuçları, incelenen ders kitaplarında benzer sayıda kanıta yer verildiğini göstermektedir. En yaygın kullanılan kanıt türünün görsel kanıtlar olduğu, görsel kanıtlar içerisinde ise en fazla fotoğrafların kullanıldığı, fotoğrafların dışında kalan görsel kanıtlara kitaplarda sınırlı bir şekilde yer verildiği tespit edilmiştir. Yazılı kanıtlar arasında en çok söylev türünün kullanıldığı, ancak diğer kanıt türleri arasında yer alan kültürel ve toplumsal hafızayı yansıyan adetler, gelenekler, seremoniler ve kutlamalara ders kitaplarında yeterince yer verilmediği görülmüştür. Ayrıca, ders kitaplarında sözlü ve arkeolojik kanıtlara rastlanmamıştır. Kitaplarda Türkiyenin yakın tarihini içeren konular bulunmasına rağmen sözlü kanıtlara yer verilmemesi dikkat çekici bir sonuç olarak kaydedilmiş, buna bağlı olarak ders kitaplarının sözlü kanıtlarla zenginleştirilmesi önerilmiştir.

Makale detayları

Historical Evidence Types in the Republic of Turkey Revolution History And Kemalism Textbooks

Yazarlar:

İlker Dere | Emine Demirci Dölek | Hatice Gedık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Türkiye Cumhuriyeti Tarihi

Dergi:

Belgi Dergisi Issue 30, pp.255-280

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354956

pISSN:

2146-4456

History of Reforms and Atatürkism

Textbook

Historical Evidence

History Educationİnkılap Tarihi ve Atatürkçülük

Ders Kitabı

Tarihsel Kanıt

Tarih Eğitimi

Sayı

Makale detayları

Yazarlar: İlker Dere | Emine Demirci Dölek | Hatice Gedık

Yayıncı: Pamukkale University

Ana Başlıklar: Türkiye Cumhuriyeti Tarihi

Dergi: Belgi Dergisi Issue 30, pp.255-280

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001354956

pISSN: 2146-4456

Sayı

Yazarlar:

İlker Dere | Emine Demirci Dölek | Hatice Gedık

Yayıncı:

Pamukkale University

Ana Başlıklar:

Türkiye Cumhuriyeti Tarihi

Dergi:

Belgi Dergisi Issue 30, pp.255-280

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001354956

pISSN:

2146-4456