Research Information System
Thesis Type: Postgraduate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2019
Thesis Language: Turkish
Student: Ahmed Fatih GÖKTAN
Supervisor: BAHRİ ATA
Open Archive Collection: AVESIS Open Access Collection
Abstract:In this study, the maps in the history textbooks have been analyzed and the teachers have been consulted for their ideas under the scope of the study. In this study, which consists of two separate parts, separate research techniques were applied in each stage. In the first stage, history textbooks taught in schools in 2018-2019 academic year were used as data collection tools. The maps included in these books constituted the study group. The data in the maps were examined by document analysis and their qualities and their relationship with the subject expression were clarified and evaluated. In the second stage of the study, semi structured interviews were conducted with history teachers in schools determined by random method in Ankara city center. The teachers' opinions about the maps in the textbooks were taken and their views on the types of history teachers were taken and the types they belonged to within the typology of history teachers formed by Ronald W. Evans were identified. Finally, with the descriptive analysis method, the relationship between history teachers' map usage methods and the history teacher typology they belong to was compared. When the results of the research were evaluated as a whole, it was concluded that the maps in the history textbooks were insufficient in parallel with similar studies. In the preparation of the history textbooks, it was understood that the academic studies related to the maps were ignored as in the previous years. Although concrete data cannot be obtained between the typology of history teachers and map usage skills of the teachers, some relations have been put forward. As a result of this study, the views of history teachers about the use of maps and the teaching methods and techniques were identified in correspondence with the actual use of maps in their courses. As a result of the findings obtained in the research, it is necessary to revise the maps in the history textbooks, to prepare digital maps with animation support in history lessons, to encourage the use of these prepared maps, to provide the necessary trainings to the teachers in the current system and to use the information technology infrastructure more effectively. Relevant skills should be developed and applied basic map knowledge courses should be given in departments providing undergraduate and postgraduate field education in universities.