VIII. sınıf Türkiye Cumhuriyeti İnkılâp Tarihi ve Atatürkçülük dersinde yer alan olgu, kavram ve genellemelerin öğretimi ve önemi
Teaching and significance of fact, concept and generalizations in the eighth class Turkish Republic History of Revolution and Kemalism course
Yazar: RABİA GENÇMEHMETOĞLU
Danışman: DOÇ. DR. ÇİĞDEM ÜNAL
Atatürk Üniversitesi / Sosyal Bilimler Enstitüsü / İlköğretim Ana Bilim Dalı
Derece: Yüksek Lisans, 2009
Konu: Eğitim ve Öğretim = Education and Training

Özet:
?lköğretim sekizinci sınıf ?nkılâp Tarihi dersinde yer alan olgu, kavram vegenellemeler tarih öğretimi açısından son derece önemlidir; çünkü dersin temelini olusturanolgu-kavram ve genellemelerin tam anlamıyla öğrenilmesi bundan sonraki tarih öğretiminidoğrudan etkileyecek ve öğrenmenin sürekliliğini sağlayacaktır.Bu arastırmanın temel amacı ? Sekizinci sınıf Türkiye Cumhuriyeti ?nkılâp Tarihi veAtatürkçülük Dersindeki Olgu-Kavram ve Genellemelerin Öğretimi ve Önemini? ortayakoymaktadır. Çalısma grubu, 2007?2008 eğitim-öğretim yılında Ilıca merkezindeki Atatürk,Seker, Fatih, 11 Mart merkez ilköğretim okulları ile ilçeye bağlı Bas çakmak, Eskipolat veYavuz Selim Y?BO gibi köy okullarındaki toplam 230 sekizinci sınıf öğrencileri üzerindeyapılmıstır. Arastırmada olgu-kavram ve genelleme çıkarımını ele alan bir çalısma yaprağı,gazi-savas-barıs ve egemenlik kavramıyla ilgili karikatür çalısması ve son olarak da sekizincisınıf ?nkılâp Tarihi dersinde önemli olan kavramları ne derece öğrendikleriyle ilgili yirmi bessoruluk bir kavram testi kullanılmıstır. Bu çalısmalardan elde ettiğim veriler bilgisayardaSSPS 12.00 for Windows ?statistiksel paket programıyla yapılmıstır. Anlamlılık düzeyi 4.OOolarak kabul edilmistir. Arastırmanın ilk basamağı olan teorik kısmında ise Yüksek ÖğretimKurulu tez merkezindeki bu alanda yapılan tezlerden, Milli Kütüphanedeki eserlerden,

Abstract:
Fact, concept and generalizations in 8th class Turkish republic History of Revolutionand Kemalism are quite significant in teaching history, for learning facts, concepts andgeneralizations that form the base of the course fully will directly influence the futureteaching of history and provide permanent learning.The main purpose of this study is to emphasize the importance and teaching the facts,concepts and the generalizations in th class Turkish Republic History of Revolution andKemalism course. A total of 230 students at Atatürk, Seker, Fatih, 11 Mart primary schools inthe center of Ilıca district and Basçakmak, Eskipolat, Yavuz Selim boarding schools in thevillages, Ilıca participated in this study. A worksheet dealing with facts-concepts andindependence and a 25-question concept test measuring to what extend the students havelearned the concepts thar are in history lesson were used. The data elicited through theseinstruments were analyzed by using SPSS 12.00 for Windows. Significance level was taken asp<0.05. ?n theoretical part, related thesis in Thesis Center of Higher Education ?nstitutionWorks in National Library, articles at Atatürk University History of Turkish Revolution?nstitution and information on the internet are made use of.The thesis is composed of three parts. ?ntroduction discusses the importance ofeducation and Social Sciences, objectives of Turkish Republic History of Revolution andKemalism course and rationale for facts-concepts and generalizatin based teaching in Historyof Turkish Revolution; in chapter 1, Social Sciences and History, Turkish Republic History ofRevolution and Kemalism; in chapter 2 teaching facts and concepts, techniques and models inteaching facts-concepts and generalization have been explained.Chapter 3 provides theanalysis and interpretation of the data collected.The findings of the studies about Turkish Republic History of Revolution and Kemalismcourse carried on the 8th class students indicate these results assumed to contribute toteachers:? Students in general do not have knowledge of facts-concepts and generalizations.?t has been found that they have difficulty in determining the facts, identifyingthe concepts in facts, thus in making generalizations.? Differences between the schools in the center of district and the schools invillages have been detected. It has been observed that these differences stemfrom geographical condition, economical and educational status of their families.? The concept test shows that students do not have background information aboutthe concepts and they confuse facts.? Caricature work explaining the four concepts chosen for History of TurkishRevolution course indicates that students in center of district have strongağabeylity to maket he Picture meaningful, whereas, the students in the villageslack this ağabeylity.? ?nterviews with teachers reveal that students have problems in gettingaccustomed to this new system and the reasons for this are that they lackbackground information and the lack of the materials which are essential forbeing applied of the new system.