Social Studies Education's Two Main Branches-The Relationship Between History And Geography

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dc.contributor.authorTaser, Seyit
dc.date.accessioned2024-02-23T14:40:50Z
dc.date.available2024-02-23T14:40:50Z
dc.date.issued2022
dc.departmentNEÜen_US
dc.description.abstractThe interaction of history and geography is at a very high level. However, whether historical geography is studied at secondary school level is a situation that should be taken into account in both national and international education practices. Because an interdisciplinary and synthetic approach is necessary to make learning permanent. Aim: In this study, an answer has been sought to the question of whether historical geography can be adopted as an educational approach in social studies education. The question of whether it is possible to activate the interdisciplinary approach at the secondary school level has been discussed in the context of historical geography. The aim of this study is to evaluate the level of reflection of the principle of providing an interdisciplinary approach in Social Studies Education to the Social Studies Curriculum (SSC, 2018) and Social Studies Textbooks being implemented in Turkey within the scope of historical geography. Based on this sample center, it is aimed to focus on the development of the historical geography approach and the synthesis approach in students. It is aimed to determine the place of historical geography in social studies education. The study is based on qualitative research design. Firstly data were collected by interview method. The questions determined about the subject of historical geography were asked to the social studies teacher in order to answer them. The purpose of this is to evaluate the situation of historical geography in the application processes. On the other hand the data collection process developed on textbooks and program. For this purpose, 4th, 5th, 6th and 7th grade textbooks and program were examined by document analysis method, data were collected regarding historical geography contents. Findings were evaluated and interpreted with descriptive analysis. Subjects that may be related to historical geography were examined and a synthesis was conducted. As a result according to the findings, the definition and scope of historical geography were not directly addressed in the curriculum and textbooks. However, there are many contents that can be considered within the scope of historical geography, especially in textbooks.en_US
dc.identifier.doi10.47750/jett.2022.13.02.015
dc.identifier.endpage173en_US
dc.identifier.issn1989-9572
dc.identifier.issue2en_US
dc.identifier.startpage158en_US
dc.identifier.urihttps://doi.org/10.47750/jett.2022.13.02.015
dc.identifier.urihttps://hdl.handle.net/20.500.12452/16612
dc.identifier.volume13en_US
dc.identifier.wosWOS:000810574900001en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherUniv Granada, Fac Ciencias Educacionen_US
dc.relation.ispartofJournal For Educators Teachers And Trainersen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectHistorical Geographyen_US
dc.subjectTextbooken_US
dc.subjectCurriculumen_US
dc.subjectSocial Studiesen_US
dc.titleSocial Studies Education's Two Main Branches-The Relationship Between History And Geographyen_US
dc.typeArticleen_US

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