An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines
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 sch...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Journal of Social Studies Education Research
2010-05-01
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| Series: | Journal of Social Studies Education Research |
| Subjects: | |
| Online Access: | https://www.jsser.org/index.php/jsser/article/view/95 |
| _version_ | 1797755260875309056 |
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| author | Ahmet Şimşek Mehmet Suat Bal |
| author_facet | Ahmet Şimşek Mehmet Suat Bal |
| author_sort | Ahmet Şimşek |
| collection | DOAJ |
| description | 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?MethodologyThis study adopts a descriptive analysis technique. The pre-service primary teachers’ perception of historical time is to be described through the timeline they prepared. The obtained data is analyzed through the method of content analysis.The study group consisted of a cluster of 54 in first year pre-service primary teachers from the University of Gaziantep. The group was made up of 37 women and 17 men. All of the products by students were analyzed.The group was asked to prepare timeline through which they would teach students the historical time within the context of history of civilization. The teacher candidates were also asked to touch on events they thought were important in history when they prepared these timelines. There was no other limitation or direction.The investigators analyzed the timelines developed by each candidate and the forms of time the candidates chose in accordance with the three forms of time (linear, circular and chaotic forms of time). Two investigators compared and discussed the contradictory findings obtained through separate analyses. Then, they tabulated the obtained data after an analytical evaluation. |
| first_indexed | 2024-03-12T17:44:43Z |
| format | Article |
| id | doaj.art-7f99cc444a57493aa9bc847653422972 |
| institution | Directory Open Access Journal |
| issn | 1309-9108 |
| language | English |
| last_indexed | 2024-03-12T17:44:43Z |
| publishDate | 2010-05-01 |
| publisher | Journal of Social Studies Education Research |
| record_format | Article |
| series | Journal of Social Studies Education Research |
| spelling | doaj.art-7f99cc444a57493aa9bc8476534229722023-08-03T18:19:34ZengJournal of Social Studies Education ResearchJournal of Social Studies Education Research1309-91082010-05-0111124151An Investigation of Candidate Teachers’ Perception of Historical Time through the TimelinesAhmet ŞimşekMehmet Suat BalHistory 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?MethodologyThis study adopts a descriptive analysis technique. The pre-service primary teachers’ perception of historical time is to be described through the timeline they prepared. The obtained data is analyzed through the method of content analysis.The study group consisted of a cluster of 54 in first year pre-service primary teachers from the University of Gaziantep. The group was made up of 37 women and 17 men. All of the products by students were analyzed.The group was asked to prepare timeline through which they would teach students the historical time within the context of history of civilization. The teacher candidates were also asked to touch on events they thought were important in history when they prepared these timelines. There was no other limitation or direction.The investigators analyzed the timelines developed by each candidate and the forms of time the candidates chose in accordance with the three forms of time (linear, circular and chaotic forms of time). Two investigators compared and discussed the contradictory findings obtained through separate analyses. Then, they tabulated the obtained data after an analytical evaluation.https://www.jsser.org/index.php/jsser/article/view/95historical timetimelinehistory teaching |
| spellingShingle | Ahmet Şimşek Mehmet Suat Bal An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines Journal of Social Studies Education Research historical time timeline history teaching |
| title | An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines |
| title_full | An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines |
| title_fullStr | An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines |
| title_full_unstemmed | An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines |
| title_short | An Investigation of Candidate Teachers’ Perception of Historical Time through the Timelines |
| title_sort | investigation of candidate teachers perception of historical time through the timelines |
| topic | historical time timeline history teaching |
| url | https://www.jsser.org/index.php/jsser/article/view/95 |
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