Current History Teaching In Turkey: Curricula, Debates and Issues
Yazarlar (2)
Prof. Dr. Gülçin DİLEK Sinop Üniversitesi, Türkiye
Prof. Dr. Dursun DİLEK Sinop Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | International Journal of Historical Learning, Teaching and Research | ||
| Makale Dili | İngilizce | Basım Tarihi | 11-2014 |
| Cilt / Sayı / Sayfa | 11 / 2 / 202–215 | DOI | – |
| UAK Araştırma Alanları |
Sosyal Bilgiler Eğitimi
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| Özet |
| In Brazil, studies about curriculum have been undertaken by researchers and specialists across several areas of knowledge. In the area of history teaching these papers and their related findings focus mainly onspecific periods or curricular reforms and the relationship with educational politics, as can be seen in the work of Fonseca (1993), Siman (1997), Reis (2001), Martins (2002), and Rocha (2002). Moreover, there have been systematised reflectionson this theme, such as those of Abud (1993) and Bittencourt (1998). Moving from the analysis already completed about different history curricula, the object of study proposed in the present paper includes an analysis of Brazilian curricular documents directed to schools from the 1st to the 9th grade of elementary teaching. The focus of the section‗ concepts of history learning ‘is part of a project financed by CNPq, the National Council for Scientific and Technological Development, which has been developed under a sub-category,‗ Learning to write and learning to write in history ‘, whose objective is investigating concepts of learning and their relationship with the teaching of history. |
| Anahtar Kelimeler |
