I Have a History! Life Sciences Teaching with Oral History Activities

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dc.contributor.authorDere, Ilker
dc.contributor.authorKalender, Mustafa
dc.date.accessioned2024-02-23T14:32:04Z
dc.date.available2024-02-23T14:32:04Z
dc.date.issued2019
dc.departmentNEÜen_US
dc.description.abstractThe course of life sciences aims to help students to recognize themselves, their families and their dose environment. One of the elements helping this recognition process is history education. Students primarily recognize their own families thanks to history education. Later, they learn about the history and culture of the nation they belong to. Recognizing history and culture allows them to make sense of social rules, and thus, to form a connection between the past and present. This constitutes the basis for them to develop a historical understanding. Studies in the literature show that teaching history based only on textbooks in primary school fails to develop historical understanding in students. Thus, the aim of the study was to present the contributions of history teaching by using various oral history activities on 3rd-grade students. In this study, the syllabus I Have a History designed by Diekema (1989) was followed for seven weeks. In addition, the activities named Living Generations and Then and Now prepared by Hickey (2017) were used. The model of the study was action research from qualitative research methods. The 3rd-grade students (n = 9) of a private school in Istanbul constituted the study group. The data of the study were collected from oral interviews with history students, semi-structured interviews with participating students, family trees, family maps, time schedules, time capsules, oral history interview self-assessment forms and the Simultaneously Living Generations and Then and Now activity forms. Content analysis was used for analyzing the data obtained. The results of the study showed that oral history activities developed historical thinking skills of students, such as perception of time and chronology, establishing a cause-effect relationship and perception of change and continuity. In addition, the students realized that they had a personal history and that they were a part of history. Moreover, they had the opportunity to materialize and make sense of concepts difficult to understand for primary school students such as time and generation. Classroom teachers can choose oral method to help students to make connections between the past and present.en_US
dc.identifier.doi10.15390/EB.2019.8132
dc.identifier.endpage173en_US
dc.identifier.issn1300-1337
dc.identifier.issue200en_US
dc.identifier.scopus2-s2.0-85079275972en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage153en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2019.8132
dc.identifier.urihttps://hdl.handle.net/20.500.12452/15466
dc.identifier.volume44en_US
dc.identifier.wosWOS:000493444500008en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLife Sciencesen_US
dc.subjectOral Historyen_US
dc.subjectPrimary Schoolen_US
dc.subjectHistory Educationen_US
dc.subjectHistorical Thinking Skillsen_US
dc.subjectFamily Historyen_US
dc.titleI Have a History! Life Sciences Teaching with Oral History Activitiesen_US
dc.typeArticleen_US

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