Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: Demet BALTA
Supervisor: BAHRİ ATA
Open Archive Collection: AVESIS Open Access Collection
Abstract:The aim of this study is to determine the high school students' participation in aphorisms related to the definition of history according to various variable. The research pattern is the survey pattern. The study group of the research consists of 9th, 10th, 11th, 12th grade students studying in Anatolian high school, industrial vocational high school and science high school in Tarsus district of Mersin. The questionnaire developed by the researcher was used as a data collection tool. In the study, a 5-point tipert questionnaire consisting of 23 items was administered to a total of 330 students. The study was carried out in the spring semester of the 2018-2019 academic year. The data obtained from the study were subjected to t, percentage, frequency and anova tests with SPSS program. As a result of the research, it was concluded that there was no effect of gender and class factor on the response to the items and that the gender and class conditions did not affect the thoughts. It was found that the students' view of history aphorisms was limited to the definitions in history course and they defined history as a bridge between past and future in general. It was observed that students were more involved in positive aphorisms. As a result of the viii research, considering the findings related to the relationship between school type and opinions of students, a meaningful relationship was found. It was concluded that students' tendency to participate in ”What is History?” aphorisms was higher in Anatolian high schools and less in industrial vocational high schools. It was seen that the students were hesitant about the fact that history was made through documents. This result is thought to be due to the fact that this information is not included in the curriculum and that teachers did not mention the importance of the knowledge that history is a documented science. When students were asked to write an aphorism about "What is history?", it was seen that the students wrote aphorisms with a positive point of view towards history