Research Article
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Teacher Opinions on the Problems Encountered in Teaching History Subjects in Social Studies Courses

Year 2023, Volume: 6 Issue: 2, 172 - 192, 27.10.2023
https://doi.org/10.53048/johass.1360010

Abstract

The first impression of history acquired by students who encounter history subjects for the first time in the "Culture and Heritage" learning area of the social studies course in schools is a critical point for their view of history for the rest of their educational life. The aim of the research, which is designed with this motivation, is to reveal the problems experienced in the teaching of history subjects in primary social studies courses from the perspective of teachers. The study group of the study consists of 27 social studies teachers working in 21 different secondary schools in Adana, Gaziantep, Şanlıurfa, Hatay and Trabzon provinces of Turkey. The study is designed in the case study pattern from qualitative research methods. In the study, the semi-structured interview form developed by the researcher was used as a data collection tool through Google Forms. The data obtained in the study were subjected to descriptive analysis; QDA Miner 5 qualitative data analysis program was used for this. According to the findings of the research, social studies teachers face problems such as the fact that the curriculum is very intense, the course hours are insufficient, the students do not show interest in the course, the history subjects are boring and irrelevant to the present, the students cannot perceive abstract subjects and concepts and the physical facilities of the schools are insufficient. In the solution of such problems, teachers and students, as well as especially the program makers who develop the curriculum, have a great responsibility.

References

  • Akbaba, B., Demirtaş, B., Birbudak, T., & Kılcan, B. (2014). Prospective history teachers views about the teaching of Ataturk’s Principles and History of Revolution. Zeitschrift für die Welt der Türken Journal of World of Turks, 6(2). https://avesis.gazi.edu.tr/yayin/4dcddb94-1883-453a-a551332ae9af721c/tarihogretmeni-adaylarinin-ataturk-ilkeleri-ve-inkilap-tarihi-ogretimine-yonelik-gorusleri
  • An, S. (2016), “Teaching elementary social studies methods under edTPA”, The Social Studies, 107(1), pp. 19-27, https://doi.org/10.1016/j.jssr.2015.10.002
  • Ata, B., & Keçe, M. (2014). The elements affecting students' historical literacy levels: a qualitative research based on teachers’. Turkish History Education Journal, 3(2), 1-23. https://doi.org/10.17497/tuhed.185603
  • De Oliveira, L. C. (2008). "History doesn't count": Challenges of teaching history in California Schools. The History Teacher, 41(3), 363-378. https://www.jstor.org/stable/30036917
  • Duraisingh, L. D. (2008). Issues in history education: perspectives from England and the USA. Learning Curve, (15), 72-74. https://publications.azimpremjiuniversity.edu.in/929/
  • Göksu, M. M. (2020). Views of social studies teachers on history education. Kastamonu Education Journal, 28(5), 1946-1955. https://doi.org/10.24106/kefdergi.4039
  • Hali, S. (2014). Teaching history and textbooks. International Journal of Turkish Education Sciences, 2014(3), 158-166. https://dergipark.org.tr/en/pub/goputeb/issue/33496/380657
  • Hunt, M. (2000). “Teaching Historical Significance.” In Issues in History Teaching, edited by J. Arthur and R. Phillips, 39-53. Routledge, https://www.taylorfrancis.com/chapters/edit/10.4324/9780203024041-5/teaching-historical-significance-martin-hunt
  • Metin Göksu, M. & Taşyürek, Z. (2023). The problems that social studies teachers encounter in teaching process. Journal of Ahi Evran University Institute of Social Sciences, 9(1), 275-289. https://doi.org/10.31592/aeusbed.1213859
  • Milli Eğitim Bakanlığı. (2018). Ministry of Education. (2018). Social studies course curriculum. Ankara: State Books Printing House http://mufredat.meb.gov.tr
  • Morton, B. & Dalton, B. (2007, May). Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4. NCES Issue Brief. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007305
  • Okumuş, O. (2019). History teachers’ opinions about the use of social media in teaching of history. Turkish History Education Journal, 8(2), 499-535. https://doi.org/10.17497/tuhed.607642
  • Öztürk, İ. H. (2011). Problem of anachronism in history teaching: An analysis of fictional texts in social studies and history. Journal of Social Studies Education Research, 2(1), 37-58.
  • Perrotta, K. (2021). A study of elementary teacher’s perspectives on professional development for social studies. Social Studies Research and Practice, 16(2), 126–143. https://doi.org/10.1108/SSRP-07-2021-0018
  • Şentürk, G., Coşkun Keskin, S. , Ömer, M. & Dursun, R. (2021). Problems faced by teachers in the process of distance education: case of social studies teachers. IBAD Journal of Social Sciences, (11) , 475-505. https://doi.org/10.21733/ibad.978870
  • Şimşek, A. & Güler, M. (2013). The opinions’ teachers and teacher candidates according to problems encountered in teaching “The Revolutıon History Course” and solution offers for such problems. Adıyaman University Social Sciences Institute Journal, 6(14), 543-575. https://doi.org/10.14520/adyusbd.642
  • Van Hover, S. D., & Yeager, E. A. (2004). Challenges facing beginning history teachers: An exploratory study. International journal of social education, 19(1), 8-21. https://eric.ed.gov/?id=EJ718724
  • VanSledright, B., Reddy, K. & Walsh, B. (2012). The end of history education in elementary schools?, Perspectives on History: The Magazine of the American Historical Association, available at: https://www.historians.org/publications-and-directories/perspectives-on-history/may-2012/the-end-of-history-education-in-elementary-schools
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin. https://open.metu.edu.tr/handle/11511/70532
  • Yıldız, Ö. (2003). Problems of history teaching in Turkey and contemporary solution offers. Journal of Erciyes University Social Sciences Institute, 1(15), 181-190. https://dergipark.org.tr/en/pub/erusosbilder/issue/23748/253003
  • Yılmaz, A. A. (2010). Problems that history teachers face while teaching Ancient History and Ancient Turkish History&possıble solutions. Education Sciences, 6(3), 2148-2156. https://dergipark.org.tr/en/pub/nwsaedu/issue/19819/212053
  • Yılmaz, K., & Kaya, M. (2011). Social studies teachers’ conceptions of history and pedagogical orientations toward teaching history. Journal of Dicle University Social Sciences Institute, (6), 73-95. https://dergipark.org.tr/en/pub/diclesosbed/issue/61613/920118
Year 2023, Volume: 6 Issue: 2, 172 - 192, 27.10.2023
https://doi.org/10.53048/johass.1360010

Abstract

References

  • Akbaba, B., Demirtaş, B., Birbudak, T., & Kılcan, B. (2014). Prospective history teachers views about the teaching of Ataturk’s Principles and History of Revolution. Zeitschrift für die Welt der Türken Journal of World of Turks, 6(2). https://avesis.gazi.edu.tr/yayin/4dcddb94-1883-453a-a551332ae9af721c/tarihogretmeni-adaylarinin-ataturk-ilkeleri-ve-inkilap-tarihi-ogretimine-yonelik-gorusleri
  • An, S. (2016), “Teaching elementary social studies methods under edTPA”, The Social Studies, 107(1), pp. 19-27, https://doi.org/10.1016/j.jssr.2015.10.002
  • Ata, B., & Keçe, M. (2014). The elements affecting students' historical literacy levels: a qualitative research based on teachers’. Turkish History Education Journal, 3(2), 1-23. https://doi.org/10.17497/tuhed.185603
  • De Oliveira, L. C. (2008). "History doesn't count": Challenges of teaching history in California Schools. The History Teacher, 41(3), 363-378. https://www.jstor.org/stable/30036917
  • Duraisingh, L. D. (2008). Issues in history education: perspectives from England and the USA. Learning Curve, (15), 72-74. https://publications.azimpremjiuniversity.edu.in/929/
  • Göksu, M. M. (2020). Views of social studies teachers on history education. Kastamonu Education Journal, 28(5), 1946-1955. https://doi.org/10.24106/kefdergi.4039
  • Hali, S. (2014). Teaching history and textbooks. International Journal of Turkish Education Sciences, 2014(3), 158-166. https://dergipark.org.tr/en/pub/goputeb/issue/33496/380657
  • Hunt, M. (2000). “Teaching Historical Significance.” In Issues in History Teaching, edited by J. Arthur and R. Phillips, 39-53. Routledge, https://www.taylorfrancis.com/chapters/edit/10.4324/9780203024041-5/teaching-historical-significance-martin-hunt
  • Metin Göksu, M. & Taşyürek, Z. (2023). The problems that social studies teachers encounter in teaching process. Journal of Ahi Evran University Institute of Social Sciences, 9(1), 275-289. https://doi.org/10.31592/aeusbed.1213859
  • Milli Eğitim Bakanlığı. (2018). Ministry of Education. (2018). Social studies course curriculum. Ankara: State Books Printing House http://mufredat.meb.gov.tr
  • Morton, B. & Dalton, B. (2007, May). Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4. NCES Issue Brief. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007305
  • Okumuş, O. (2019). History teachers’ opinions about the use of social media in teaching of history. Turkish History Education Journal, 8(2), 499-535. https://doi.org/10.17497/tuhed.607642
  • Öztürk, İ. H. (2011). Problem of anachronism in history teaching: An analysis of fictional texts in social studies and history. Journal of Social Studies Education Research, 2(1), 37-58.
  • Perrotta, K. (2021). A study of elementary teacher’s perspectives on professional development for social studies. Social Studies Research and Practice, 16(2), 126–143. https://doi.org/10.1108/SSRP-07-2021-0018
  • Şentürk, G., Coşkun Keskin, S. , Ömer, M. & Dursun, R. (2021). Problems faced by teachers in the process of distance education: case of social studies teachers. IBAD Journal of Social Sciences, (11) , 475-505. https://doi.org/10.21733/ibad.978870
  • Şimşek, A. & Güler, M. (2013). The opinions’ teachers and teacher candidates according to problems encountered in teaching “The Revolutıon History Course” and solution offers for such problems. Adıyaman University Social Sciences Institute Journal, 6(14), 543-575. https://doi.org/10.14520/adyusbd.642
  • Van Hover, S. D., & Yeager, E. A. (2004). Challenges facing beginning history teachers: An exploratory study. International journal of social education, 19(1), 8-21. https://eric.ed.gov/?id=EJ718724
  • VanSledright, B., Reddy, K. & Walsh, B. (2012). The end of history education in elementary schools?, Perspectives on History: The Magazine of the American Historical Association, available at: https://www.historians.org/publications-and-directories/perspectives-on-history/may-2012/the-end-of-history-education-in-elementary-schools
  • Yıldırım, A. & Şimşek, H. (2016). Qualitative research methods in the social sciences. Ankara: Seçkin. https://open.metu.edu.tr/handle/11511/70532
  • Yıldız, Ö. (2003). Problems of history teaching in Turkey and contemporary solution offers. Journal of Erciyes University Social Sciences Institute, 1(15), 181-190. https://dergipark.org.tr/en/pub/erusosbilder/issue/23748/253003
  • Yılmaz, A. A. (2010). Problems that history teachers face while teaching Ancient History and Ancient Turkish History&possıble solutions. Education Sciences, 6(3), 2148-2156. https://dergipark.org.tr/en/pub/nwsaedu/issue/19819/212053
  • Yılmaz, K., & Kaya, M. (2011). Social studies teachers’ conceptions of history and pedagogical orientations toward teaching history. Journal of Dicle University Social Sciences Institute, (6), 73-95. https://dergipark.org.tr/en/pub/diclesosbed/issue/61613/920118
There are 22 citations in total.

Details

Primary Language English
Subjects Social Studies Education
Journal Section Research Article
Authors

Şahin Oruç 0000-0001-8666-3654

Mert Mustafa Ak 0000-0002-5593-405X

Publication Date October 27, 2023
Submission Date September 13, 2023
Acceptance Date October 24, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Oruç, Ş., & Ak, M. M. (2023). Teacher Opinions on the Problems Encountered in Teaching History Subjects in Social Studies Courses. Journal of Human and Social Sciences, 6(2), 172-192. https://doi.org/10.53048/johass.1360010

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