An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines
Journal Title: Journal of Social Studies Education Research - Year 2010, Vol 1, Issue 1
Abstract
History investigates the meaningful true events experienced in the past within a historical process. This investigation is carried out within a particular historical period. Therefore, to many historians, historical time or chronology is the backbone of history (Diem, 1982). However, this mental schema or perception does not emerge or takes shape spontaneously (Şimşek, 2006). It is crucial to begin to teach the concept of historical time in the primary school, which means that it requires a fundamental educational planning. The competency of primary teachers who will plan and implement the instruction of the concept is also of high importance for this education. Therefore, in this study, a primary teacher’s perception of historical time was investigated.In this study, first year pre-service teachers’ perceptions of historical time were investigated through the readings of “timelines” prepared by these teacher candidates. Within this framework, answers for the following questions are sought through the timelines students prepared:1. In what form was the term historical time?2. Why were these forms chosen?3. How was their perception of the birth date of Christ?4. How did they divide history into periods?5. Which events marked the ending point of an age?6. What were the points they took into consideration?7. What kind of images and symbols did they use to narrate events?
Authors and Affiliations
Ahmet Şimşek, Mehmet Bal
Keywords
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