Rebuilding the past through dusty stuff: How Turkish students respond to primary source based social studies education?

Melisa Akbulut, Mehmet Açikalin

Abstract


While the use of primary sources in education has long been an object of interest, their adoption is still lacking in social studies courses in Turkey. This work presents the results of a qualitative study conducted with the participation of 37 students and a social studies teacher with the aim to reveal 7th-grade students’ and teachers’ opinions on primary source-based activities used to teach a social studies unit. Semi-structured interviews, field observation notes, and primary source analysis handouts were used. We find that primary source-based activities helped participants to better understand the lessons, increased interest, motivation, and participation in the course, supported empathy development, and gave students the opportunity to express themselves. Some of the issues that emerged in the use of primary sources were the difficult readability of some of the sources, challenges in managing time effectively, and difficulty for some of the students to work in groups efficiently.

 

Key Words: Primary source, social studies education, social studies education in Turkey

 


Keywords


Primary source, social studies education, social studies education in Turkey

Full Text:

PDF


Copyright © 2009 - 2018 International Assembly, All rights reserved. ISSN 2327-3585