a qualitative study about the books social studies preservice

Ozean Journal of Social Sciences 7(2), 2014
Ozean Journal of Social Sciences 7(2), 2014
ISSN 1943-2577
© 2014 Ozean Publication
A QUALITATIVE STUDY ABOUT THE BOOKS SOCIAL STUDIES PRESERVICE
TEACHERS READ ABOUT THEIR FIELD
EMINE OZEL
Education Faculty, Dumlupinar University,Kutahya, Turkey
E-mail address for correspondence: [email protected]
__________________________________________________________________________________________
Abstract: Using literary works written in such various styles as novel, story and poem to facilitate understanding
and learning the historical subjects in social studies course is effective. As the social studies teachers of the
future, today’s social studies preservice teachers should know, read and have the habit of reading historythemed literary works for effective history teaching because, in this way, they can both reinforce their field
background and become a model for their students in reading history-themed works.This case has revealed the
importance of using literary works in history teaching at institutions raising social studies teachers. This study
aimed to determine the case of social studiespreservice teachers’ reading books about their field and various
features of the books they read in terms of the importance of using literary works in social studies course and
history teaching.In the research, in-dept interview - a technique of qualitative research method - and purposeful
sampling were used. In the research, 5 different questions were prepared for students to answer and these
questions were asked to them directly. The interviews were conducted with 9 preservice teachers at 3 rd class at
DumlupınarUniversity Education Faculty Social Studies Teaching Department during 2014-2015academic
periods. It was found in the research that the great majority of the social studiespreservice teachers have
reading habit, mostly prefer novels in terms of book type and history-themed books in terms of field while more
than half pay attention to reading books related to their own field and think that they reinforce / should reinforce
history courses by reading literary works.
Key Words:Social studies teaching, History teaching, Novel, History-themed literary works
__________________________________________________________________________________________
INTRODUCTION
History, one of the disciplines feeding social studies course, first existed as a type of literature and was separated
from literature in the early 19th century, when historians started to use their own scientific methods. However,
the relation between the two disciplines has always remained active (Erol,2012:59).
Literature aims to reveal the perceptions, thoughts and activities of human beings artistically in a resourceful and
effective way (Kaymakcı, 2013:231).The main topic of literature and literary works is “human”. All literary
works deal with human matters (Cetisli, 2006:169; Atalay, 2011:36). In the science of history, on the other hand,
societies and their past are presented on the strength of records.Past events, cultural values and cases mingled
into human life are researched. While history deals with the important events humanity and societies
51
Ozean Journal of Social Sciences 7(2), 2014
encountered in the past without going into details, literature is mostly interested in ordinary people and events
and the marks they have left in details. For example, narration of the lives of historical figures other than their
historical roles within a certain story line is what literature science does (Erol, 2012:60).Both historical and
literary texts coexist in language. Language is the transporter of historical experiences and sensations (Ceyhan,
2009:337).
History has always been seen as a rich resource by litterateurs and used in literary works (Dogramacıoglu,
2011:404).In literary works, which abide by the historical truth,the characteristics of the related period, its worldview and social structure, wars, relations with other societies, characteristics of the figures and their behaviours
in the face of events can be told accurately. Historical events can also be told in details in line with the
information provided by historians. Many cases in historical novels like Osman Bey’spunishing a Germian in the
market, Timur'sreading passion, YıldırımBayezid's testimony andYıldırımBayezid'sgoing to Nigbolu(Nicopolis)
Castle aloneshouting "Bre(Hey) Dogan!" appear in historical novels just as historians say (Ercilasun:13).Literary
works composed without deviating from the historical reality facilitate acquiring historical knowledge;
moreover, when historical events are presented in a fictional way, they not only help readers love history but also
furnish them with national feelings (Dogramacıoglu, 2011:404). The fact that most of the literary works stem
from history makes them some of the important resources for history (Ercilasun:2).In this respect, it is seen that
literary novels about history also have a historical function and so turn into resources in which historical
information is presented.
The close relation between history and literary novels makes the use of literary works as a teaching tool in
history teaching a current issue (Ercilasun:2).The science of history presents its subjects in narration by reducing
them into scientific and terminology language. Because what is said is more important than how it is said in the
science of history, history books become boring and ordinary. The science of literature focuses on eloquence and
so how something is said is more important. Therefore, when historical subjects are presented in literature, they
become more attractive and fluent(Durukoglu, 2013:139).On the other hand, it is also thought that “the oral
nature”, considered as one of the reasons for not achieving the expected result in history teaching, can be
overcome with the eloquence of the science of literature (Simsek, 2002).
In this respect, the role of literary works in history teaching as a pedagogical approach becomes important
(Simsek, 2006:36).It is emphasized today that the historical knowledge and conscious desired to be given to
students can be conveyed with the help of literary texts (Ceyhan, 337) and literary works are seen as a precious
teaching guide and information resource for social studies teachers and preservice teachers(Simsek,
2007:258).Some of the literary genres that could be used in history and social studies teaching are legends, epics,
stories, riddles, proverbs, folk poems, tales, travel writings, historical novels, documentaries, itineraries, jokes,
essays, biographies, monographs, orations, theatre works, memories, letters andconversations (Cencen, 2010:59).
Benefits of using literary works in social studies and history teaching in terms of history teaching and attitudes of
students towards history have been put forward by various researches, in which it was found that using literary
works in history teaching boosts students’ success and their history knowledge, concretizes historical events,
develops students’ chronology and empathy skills, helps students love history and furnishes them with history
conscious, redeems history from being boring and turns it into something attractive, interesting and fun, makes
history a wonder for students, facilitates students to be absorbed in history outside the lesson,contributes to
socialising, learning values and transferring culture, and instils students with national conscious and unity. From
this fact, researchers have suggested using literary novels in history teaching (Ata,2000;165; Simsek,2001:17;
OtluogluandOzturk, 2002:182;Simsek,2002; Simsek,2006:36; Simsek, 2006b; Simsek, 2007:258;
Ceyhan,2009:339; Cencen, 2010:74; Sarıkose,2011:320; Artan,2012:105; Cencenand Berk,2014:19).
According to one of these researchers, Cencen, besides other teaching materials, activities upon literary genres
should also be used to save history teaching from tedium, monotony and rote learning and to keep students active
and to come up with an entertaining and thought-provoking learning-teaching that criticises, challenges and
mines students’ creativity out (Cencen, 2010:261).
Using literary works in history teaching also provides various other advantages in terms of arranging teaching
according to students’ characteristics. Course books and other teaching materials used in history teaching
generally bring a standard content for the whole student group. Literary works used in history course enable
students to choose according to their own interest and reading and comprehension level, which, in return, helps
them read more easily and more voluntary than course books.
On the other hand, history teaching through literary works, because the subjects of history are abstract, also
develops “abstract thinking” and thushas a crucial role in the development of students’ historical comprehension
(DilekandSogucaklıYapıcı, 2005:115).
52
Ozean Journal of Social Sciences 7(2), 2014
In addition to all these benefits, apart from formal education, literary works can also be regarded as a means of
out-of-school activities in history teaching (Simsek, 2006:36).For students, especially for preservice teachers,
both to achieve their professional development and to acquire reading habit, reading history-themed literary
works as an out-of-school activity can be a useful method. Reading habit has a vital role for teachers to achieve
individual and professional proficiency andto sustain their professional development throughout their lives. The
rapid change in information and technology today leads to the rapid change in the information and technology
teachers require. One of the basic ways to achieve this chance and development is reading books. On the other
hand, furnishing the teachers of the future with reading habit at education faculties is also crucial in improving
reading education at elementary and secondary teaching levels because they are the ones who will give students
the habit and love of reading. Attitudes of teachers towards reading will be effective in developing positive
attitudes in students. Researches show that students’ level of reading habit is low, which is the same for
preservice teachers. The common conclusion of the researches is that the level of reading habit of teachers of the
future is not at sufficient level (Ozturk, 2011:278).
In order to obtain the expected benefits from literary works in history teaching, first of all, teachers and
preservice teachers should themselves be aware of and read history-themed literary works.Because researches
show that insufficient background of teachers in this matter cause them not to make enough use of literary works
in history teaching (Artan, 2012:105;Cencen, 2010:252).For this reason, in training programs for history
teachers, by providing courses about literary works at a sufficient level, teachers should both be rendered
proficient and be made more interested in using literary works in history teaching. Researches reveal that
teachers who had related courses at graduate level about literary works are more interested in using literary
works in history teaching for their students than those who didn’t. This shows the importance of using literary
works in history teaching in institutions that raise history teachers (Cencen, 2010:252).This study aims to
determine the case of social studies preservice teachers’ reading books about their field and various features of
the books they read in terms of the importance of using literary works in social studies course and history
teaching.
METHODOLOGY
In the research, in-dept interview - a technique of qualitative research method - was used. This technique is a
data gathering method to acquire direct information through mostly open-ended questions encompassing all the
dimensions of the subject (Tekin,2006:101).In the research, purposeful sampling- one of the methods of nonrandom sampling- was used. Purposeful sampling enables in-dept research of cases rich in information
depending on the objective of the research (Buyukozturk, 2010:89). Purposeful sampling is the ideal sampling
type for the face-to-face interviews to determine the case of reading of social studies preservice teachers about
their field and the features of the books they read. The research was conducted with 9 preservice teachers
studying at 3rd class at Dumlupınar University Education Faculty Social Studies Teaching Department during
2014-2015 academic period. 5 different questions were prepared for students to answer to determine the literary
works the preservice teachers had read about their field and these questions were asked to them directly. The
interviews each lasted for 30 minutes. The questions in the interview form were reviewed by the experts to
maintain internal validity. The questions asked to the participants were as follows:
12345-
Do you read any books except course books? If yes, how often?
What genre of books or in which fields do you pay attention to reading?
Do you prefer reading history-themed works? Why / why not?
Do you like reading history-themed works?
Do you support / believe that you should support history lessons by reading literary works?
53
Ozean Journal of Social Sciences 7(2), 2014
RESULTS & DISCUSSION
This section presents the findings of this research to determine the case of reading of social studies preservice
teachers and the features of the books they read. Also, some of the statements of the participant preservice
teachers during the face-to-face interview are also presented.
3.1. Do Social Studies Preservice Teachers Read Except Course Books? How Often?
In accordance with their statements, it is possible to group the content of the replies of the preservice teachers to
the question “Do you read any books except course books? If yes, how often?” as “A few pages every day”, “A
book a week”, “A book a month”,“Not reading”.According to this grouping, the frequency table of the opinions
of the total 9 preservice teachers is given in Table 1.
Table 1: Statements of Social Studies Preservice Teachers about Reading Frequency
Statements for reading frequency
f
%
A few pagesevery day
4
44
A book a week
2
22
A book a month
2
22
Not reading
1
12
Table 1 shows that 44% of the social studies preservice teachers allocate time for reading every day. Such
statements of the participants as “A few pages every day”, “A book a week” and “A book a month” give the
impression that they continually read a book even a little.The ratio of these statements to the overall is 88%,
which is pleasing in evaluating their reading habit.On the other hand, it is seen that 12% of the preservice
teachers do not read; that is, 12% of them do not have a reading habit, even a little.
The expressions of the social studies preservice teachers about reading frequency are as follows:
S.S. “I especially pay attention to reading books other than course books. A course can be learned not from
books but during the course. I read every day.”
B.E.“I do read. I try to read daily. If I can’t find any time, I try to read every other day.”
O.T. “I do read. A book a month”
E.N.Y. “Yes, a book a week on average”
F.O.B. “I read a book a week.”
S.B.O. “No.”
S.B. “I do read except course books. I read frequently, almost always. I don’t read in my spare time; I prefer
creating time to read.”
A.İ. “Yes, I read. I generally try to read every day.”
3.2. 2- What Genre of Books Or In Which Fields Do Social Studies Preservice Teachers Pay Attention
To Reading?
The participant social studies preservice teachers state that in terms of genre, they pay attention to read novels,
poems and stories. In terms of genre, novels are the most preferred ones (f:6). In terms of field,they reveal that
they choose books on history, literature andpsychology. It is understood that some preservice teachers read
books in various genres and fields. These preservice teachers state that they read “every genre” of books. 55% of
the preservice teachers say that they pay attention to choosing books “related to their own field”. Some others
state that they pay attention to choosing “action”(f:1), “detective”(f:2), “personal development” (f:2) and
“fantastic” (f:1). Table 2 and Table 3show the repetition frequency of the genres and fields of the books the total
9 preservice teachers prefer reading respectively.
54
Ozean Journal of Social Sciences 7(2), 2014
Table 2: The Genres of the Books Social Studies Preservice Teachers Read
Genre
f
%
Novel
6
66
Poem
3
33
Story
2
22
Every genre
1
11
Table 3: The Fields of the Books Social Studies Preservice Teachers Read
Field
f
%
My own field
5
55
History
5
55
Literature
3
33
Psychology
4
44
Table 2and Table 3 show that 66% of the preservice teachers prefer reading novels, while more than half prefer
reading books on history. What stands out here is that a great majority of the preservice teachers used the words
“novel” and “history” together, whichmight be significant in that they pay attention for a novel to be about
historywhile choosing a book and that they prefer history one among novels.
Another finding in this research is that more than half of the participant social studies preservice teachers
(f:5)prefer reading literary books about their field, which shows that the students try to reinforce their field
learning by readingand are eager to be proficient in their field. One of the ways for these preservice teachers to
achieve field and professional proficiency is to read books “related to their field”.
Some expressions of the social studies preservice teachers about the genre and field of the books they read are as
follows:
S.S. “I try to read every genre of books. There are marvellous works in every genre. They need to be
discovered.”
S.B.“I read novels. I try to read every genre that interests and appeals to me.I read about my own field and every
field I am interested in. I read psychology, sci-fi novels.”
O.T.“I read novels and poems. I read history-themed novels.”
3.3. 3- Do Social Studies Preservice Teachers Prefer Reading History-Themed Works? Why / Why Not?
88% of the social studies preservice teachers state that they prefer history-themed works (f:8). The rest answers
this question “No” (f:1). The reason why the 8 preservice teachers, who say they prefer reading history-themed
works, prefer these books and the frequency of repetition of these reasons are shown in Table 4.
Table 4: The Reasons for Preservice Teachers to Prefer History-Themed Works
Reasons
f
%
Because of interest in history
4
50
To acquire historical information
4
50
Because of love of reading history books
2
25
For its contribution to his/her field of study
2
25
55
Ozean Journal of Social Sciences 7(2), 2014
As seen in Table 4,a considerable number of the participant preservice teachers prefer history books because
they are interested in history and they want to acquire historical information. Besides, among the reasons for
preferring history-themed books are also that they like history books and that they think these books will
contribute to their education at social studies department. This finding shows that some of the preservice teachers
want to meet their need for acquiring information about their field that they are now and will in the future be
embedded with by reading history-themed books.The reply of one of the preservice teachers, E.N.Y., “Yes, it
helps me imagine the history lived before.” shows that reading history-themed books is effective in
“concretizing” the “abstract” history.
The one (f:1) who replied “No” to “Do you prefer reading history-themed books?” emphasized the tedium of
history as the reason for it. According to this preservice teacher, history is boring and for this reason s/he doesn’t
read history-themed works. This might be attributed to the fact that preservice teachers are not aware of the field
books because historical themes are presented in diverse genres like novels, poems or stories and even if not one
but another will most probably be appealing enough to disperse this tedium.
The social studies preservice teachers expressed their opinions about preferring reading history-themed works as
follows:
B.E.“Yes, I read history-themed works because they interest me and might contribute to my field.”
A.İ.“Yes because they are related to my professional field and I need to read to achieve professional
proficiency.”
S.O.“I do. To get more information and to learn the details”
F.O.B.“I do. I am interested in my own history as well as the world history.”
E.N.Y. “Yes, it helps me imagine the history lived before.”
S.B.O. “No, because it is boring.”
3.4. Do Social Studies Preservice Teachers Like Reading History-Themed Works?
To “Do you like reading history-themed works?”,some of the social studies preservice teachers said “yes” or “I
do” (f:7) and listed their reasons for liking reading history-themed books as loving history (f:2), that history
interests them (f:2), to acquire historical information (f:1) andthat it contributes to their field of study (f:1).
What stands out is that no preservice teacher answered this question “No” or “I don’t” (f:2). Those who don’t
like reading history-themed works gave “finding it boring” as the reason for it and used the statement “because it
is boring”. As seen above, “tedium” stands out. There are even those among the preservice teachers saying they
like reading history-themed works who emphasized “tedium”. These preservice teachers stated the case as “I like
it as long as it doesn’t have a boring narration”, "it has started to make me fed up.”
These findings are significant in showing the attitudes of social studies preservice teachers towards history. On
the other hand, the fact that the preservice teachers, who will soon be social studies teachers, don’t like reading
books about history that has a crucial place in social studies course is also significant in terms of its reflections to
history teaching. It is not possible for teachers who don’t like reading history-themed books to be a model for
their students, to achieve the gains in this way and to furnish their students with reading habit for historical
books.
The opinions of the preservice teachers on the matter are as follows:
S.S.“Of course I like it. History harbours different paradigms. Every historian has a different thesis. Interesting
things whose evidence is changeable are loved.”
B.E.“Yes, I love reading because I like history.”
S.O.“I like it. I like it because I need to get more information because of my field.”
E.N.Y.“Yes, I like it as long as it doesn’t have a boring narration”
F.O.B.“I like it. I am interested in these subjects.”
A.İ. “No I don’t like it because we have had to go over and over the same subjects since primary school. This
has started to make me fed up.”
3.5. Do Social Studies Preservice Teachers Support / Believe That They Should Support History Lessons
By Reading Literary Works?
56
Ozean Journal of Social Sciences 7(2), 2014
The opinions of the preservice teachers about supporting history lessons by reading literary works are grouped as
“it supports- s/he believes that it is supposed to” and “it doesn’t support”. Table 5 presents the frequency values
of student opinions and reasons in line with this grouping.
Table 5: Opinions of Preservice Teachers about Supporting History Lessons by Reading Literary Works
Opinions
f
%
It supports- s/he believes that it is supposed to
7
78
It doesn’t support
2
22
According to Table 5, 78% of the preservice teachersthink that they support / need to support history lessons by
reading literary works (f:7) whereas22%state that they don’t support history lessons by reading literary works
(f:2). The reasons for these cases are shown in Table 6 and Table 7.
Table 6: Reasons for Preservice Teachers to Believe That They Should Support History Lessons By Reading
Literary Works
Reasons
f
%
Acquiring historical information
3
43
Contribution to history education
2
29
Their being used as historical resources
1
14
Saving history from tedium
1
14
Forming a critical perspective towards history
1
14
According to Table 6, the preservice teachers who think that they support / should support history lessons by
reading literary works (f:7) reveal their most apparent reasons as acquiring historical information and
contribution of these books to history education.
Table 7: Reasons for Preservice Teachers Not to Support History Lessons by Reading Literary Works
Reasons
f
%
Deviation from the historical realities
1
50
Not comprehending the language in the books
1
50
According to Table 7,the preservice teachers who don’t support history lessons by reading literary works (f:2)
say that this arises from the fact that literary works sometimes deviate from the historical realities and that the
language in those books are incomprehensible.
The findings in this section of the research coincide with the findings acquired from the question “Do you like
reading history-themed works?”.The rate of preservice students with positive (f:7) and negative (f:2) opinions for
reading history-related literary works in both cases is the same. In order to get the most from history teaching,
the teachers of the future need to reinforce their historical knowledge by reading books and to be a model for
their students in the future.
The opinions of the preservice teachers about supporting history lessons by reading literary works are presented
below:
S.S. “While presenting the historical realities, literary works might also put some extraordinary additions.
Because this might change perceptions, I am not in favour of literalizing history. History can be made into a
story to reinforce comprehension but cannot be made into tragic for literary concerns.”
B.E.“I support it and it should be supported because literary works shed significant light to our history and might
be helpful in our lessons. We consolidate what we learn during the lessons with the literary works we read. It
also contributes us.”
57
Ozean Journal of Social Sciences 7(2), 2014
O.T.“I support it and it should be supported. It helps to analyse and complete the information.”
S.O.“I don’t support it because the language in the literary works is very complex and I think that students
generally cannot understand that language.”
E.N.Y.“Yes, it needs to be supported. History is a liar. In order to clear up the lie, we need to consult different
references.”
F.O.B.“I believe so. I think that history affects the literature and writers of the period.”
S.B.O.“I don’t read.”
S.B.“I support as much as it requires and I can find time. I also believe that it needs to be supported because
history cannot only be learned during lesson or from just one book. Different resources should be read and
compared.”
A.İ.“Yes, it should be supported because literary works aren’t independent of their periods. We see the marks of
the periods in them. It should also be supported because it supports and diversifies history teaching as well.”
CONCLUSION & SUGGESSTIONS
According to the research result, 44% of the participant social studies preservice teachers read every day whereas
the other44%read a book a week or a month; that is, 88% of the preservice teachers read, even a littleand so have
reading habit. 12% ofthe preservice teachers, on the other hand, do not read, even a little and so do not have
reading habit.
Social studies preservice teachers generally prefer novels, poems and stories in terms of gender and history,
literature and psychology in terms of field. In terms of gender, novels are the most preferred books, while
history-themed books are the most preferred ones in terms of field. More than half of the preserviceteachers pay
attention to reading books related to their own field, which shows that they try to support their field knowledge
by reading history-themed books.
88% of the social studies preservice teachers prefer reading history-themed works whereas 12% don’t. Those
who prefer reading history-themed works do so because they want to acquire historical information, are
interested in history, like reading history books and think that they will contribute to their education in social
studies teaching. Those who do not prefer reading history-themed books don’t read these works because they
find reading history-themed books boring.
78% of the social studies preservice teachers say that they support / should support history lessons by reading
literary works while 22% say they don’t. Those who support / think they should support do so to acquire
historical information and to contribute to their history education. Those who don’t support say the reasons are
that literary works sometimes deviate from the historical realities and that the language in the books is
incomprehensible.
Accordingly, the following suggestions can be put forward: studies should be done to introduce social studies
preserviceteachers history-themed literary works during preservice training. During their university years,
reading literary works should be encouraged through various practices in history-related courses. Courses only
focusing on history-themed literary works should be added to social studies teaching curriculum. Lecturers of
history-related courses should involve literary works related to the course content and should try to make their
students aware of these works. Preservice teachers should be encouraged to read the fundamental works. The
ways to access the history-themed literary works should be shown.
58
Ozean Journal of Social Sciences 7(2), 2014
REFERENCES
Artan,
A., (2012).MillîMucadeleDonemininİslenisinde “AtestenGomlek”
YuksekLisansTezi. GaziUniversitesi Egitim Bilimleri Enstitusu. Ankara.
Romanının
Kullanılması.
Ata, B., (2000).Tarih Ogretiminde Bir Arac Olarak Tarihî Romanlar.Turk Yurdu.153-154: 158-166.
Atalay, İ., (2011).Tarihsel Roman ve Amin Maalouf’un Semerkant’ı. Yalova Sosyal BilimlerDergisi. 2: 35-52.
Buyukozturk, S., Kilic Cakmak, E., vd., (2010).Bilimsel Arastırma Yontemleri. 7. Baskı.Pegem Akademi Yay.,
Ankara.
Ceyhan,
N.,
(2009).CocuklaraTarihSuuruKazandırmadaTarihiHikayelerdenYararlanmaUzerineBirDeneme.Educatio
n. 2:337-340.
Cencen, N., (2010). 11.SınıfTurkiyeCumhuriyetiİnkılapTarihive Ataturkculuk Dersinde Edebi Urunlerin
Kullanımı: Tarih Ogretmenlerinin “Edebi Urun” Kullanımınaİliskin Gorusleri. DoktoraTezi. Gazi
Universitesi Egitim Bilimleri Enstitusu. Ankara.
Cencen, N.,veBerk, N. A., (2014).Ortaogretim T. C. İnkılâpTarihi ve Ataturkculuk Dersinde “SiirKullanımına”
İliskin Ogretmen Gorusleri. Turkish History Education Journal.3 (1): 1-23.
Cetisli, İ., (2006). EdebiyatEgitiminde “EdebiMetin”İnYerVeAnlamı.MilliEgitimDergisi. 34 ( 169): 75-84.
Dilek,
D.,
andSogucakliYapici,
G.,
(2005).OykulerleTarihOgretimiYaklasımı.DokuzEylulUniversitesiBucaEgitimFakultesiDergisi.18 (15):
115-130.
Dogramacioglu, H., (2011). Edebî EserdeTarihinYenidenYorumlanması Baglamında Oflazoglu Tragedyaları.
Turkish Studies. 6 (2): 403-412.
Durukoglu, S., (2013).EdebiyatlaTarihin Mutlu İzdivacı: Tarihî Roman Turu ve Osmancık’tan Osman
GaziHan’a Bir OlgunlasmaKurgusu.Turkish Studies. 8 (7): 137-148.
Ercilasun, B., (1999).Kurulus Devrini Konu Alan Romanlar Uzerine. Hacettepe Universitesi Edebiyat Fakultesi
Dergisi.16: 1-17.
Erol, K., (2012).Tarih – Edebiyat İliskisi ve Tarihî Romanların Tarih Ogretimine Katkısı. Dil ve Edebiyat
Egitimi Dergisi. 1 (2): 59-70.
Kaymakci,S.,
(2013).SosyalBilgilerDersKitaplarındaSozluveYazılıEdebîTurlerinKullanımDurumu.DicleUniversitesiZ
iyaGokalpEgitimFakultesiDergisi. 20: 230-255.
Otluoglu, R. andOzturk, C., (2002).Sosyal Bilgiler Ogretiminde Yazılı Edebiyat Urunlerini Ders Aracı Olarak
Kullanmanın Duyussal Davranıs Ozelliklerini Kazanmaya Etkisi.M.U. Ataturk Egitim Fakultesi Egitim
Bilimleri Dergisi. 15: 173-182.
Ozturk, İ. H., (2011).Tarih Ogretmeni Egitiminde Tarihsel Romanların Kullanımı: Bir Eylem Arastırması. Ahi
Evran Universitesi Kırsehir Egitim Fakultesi Dergisi (KEFAD). 12 (4): 277-301.
Sarikose, B., (2011).Tarih Ogretiminde Menkıbelerin Kullanılması. Selcuk Universitesi Sosyal Bilimler
EnstitusuDergisi. 26: 311-321.
,Simsek, A., (2001).Tarih Egitiminde Efsane ve Destanların Rolu.G.U. Kırsehir Egitim Fakultesi Dergisi. 2 (3):
11-21.
59
Ozean Journal of Social Sciences 7(2), 2014
Simsek, A., (2002). İlkogretim Okulu Sosyal Bilgiler Dersi Tarih Konularının Ogretiminde Hikaye Anlatım
Yonteminin Etkililigi. XI. Egitim Bilimleri Kongresi. Yakındogu Universitesi, Lefkosa, KKTC.
Simsek, A., (2006a).Tarihsel Romanın Egitimsel İslevi. Bilig.37:65-80.
Simsek, A., (2006b).Bir Ogretim Materyali OlarakTarihsel Romana Yonelik Ogrenci ve Ogretmen Gorusleri.
The Turkish Online Journal of Educational Technology – TOJET. 5 (4): 72-81.
Simsek, A., (2007).Mustafa Necati Sepetcioglu’nun Karsılastırmalı Turk Destanları Adlı EserininTarih Egitimi
Acısından Degeri. Erdem.49:255-265.
Tekin, H..H. (2OO6), Nitel Arastırma Yonteminin Bir Veri ToplamaTeknigi Olarak Derinlemesine Gorusme.
SosyolojiDergisi. 3 (13): 102-116.
60