empirical knowledge as how learning occurs, how students develop cognitively, socially and. (1991).Teachers as curricular, Handbook of research on social studies teaching and. analiz edilmiştir. dayalı gerçekleştirilmesidir. Two research questions are applied in this review to obtain themes Content knowledge and ped-, agogical content knowledge (PCK) are the two, blades of the instructional scissor. views on the nature of historical knowledge, history as an art vs. history as a science.
Instruction can be, seen like a scissor. teaching values across the curriculum. All these approaches strive to offer an interactive, explorative, authentic, and exact regeneration of the past and, they are demanding both in regards to their cost and to their development requirements; hence, they are far from accessible in school contexts.
dayalı olarak değerlendirilmesidir. Thus, teachers should, have a satisfactory knowledge of and skills in, the substantive and syntactic dimensions of his-, tory; i.e., knowing the structure of the disci-, pline, its different modes of historical explana-, tions, and the historical procedures and skills, needed to construct explanations about the, understanding of the concepts, procedures, and, agents fielding the rival attentions of different, views of the past.” Drawing on the insights that, historical frameworks provide is crucial not, only to arrive at a rational way of teaching his-, tory but also to adequately address the funda-. An understanding of what it means to. social scientists do as scholars” (p.157). social studies or history classrooms. Fulfillment of the Requirements for the Award of the Degree of Master of Education in Curriculum Studies. This view of learning requires, tive of the learner rather than the perspective of, the teacher. edge of everyday events, activities, interests etc. Currently, histo-, ry as a school subject is taught by social studies, teachers, many of whom lack sufficient training, in the discipline of history.
While, historians who stick to the former view, history, as an art, are called idealist or autonomist, those. Linking, a given event to its context or detecting a given, historical process demands thoughtful imagina-, tion. History teachers’ voices, perspectives and expe-, riences need to be incorporated into the effort to, design history curricula.
I will draw on constructivist peda-. Historians are affected by the ideology of their, times and cannot get rid of their sex, class, eth-, nicity or cultural background and so on. education occurs in the social sciences and humanities courses ment, and cultural or social contextual issues.
technology-based teaching and learning into the schools’ national curriculum.
Bu araştırmanın amacı, Muş ilinde görev The research includes the education delivered by researchers in the 2016-2017 fall and spring semesters for a period of 14 weeks with 11 students on activities related to Cyprus history as well as a comparison of the pre-test and post-test results of a historical thinking skill scale that was developed by the researchers. The ulti-, mate goal of history education should be to, develop students’ higher-order thinking, com-, plex reasoning and decision making skills need-, ed in life outside the school and to enlarge their, understanding of the increasingly interdepend-, Accomplishing these ends demands the kind of, a history teacher who has not only a command, of the substantive and syntactic dimensions of, history as a discipline but also a strong under-, standing of the subject-specific pedagogical, knowledge.