Abstract
Numerous studies have been carried out to provide active and permanent learning in History teaching. However, the importance of concept teaching which is essential for active learning literally has been ignored. An effective History teaching can only be measured by teaching the concepts involved in the program in an effective way. An effective History teaching is not possible without learning definitions of concepts included in the program. The purpose of the study is to examine the views of prospective History teachers on the importance of concept teaching in History teaching. Regarding the importance of concept teaching, prospective teachers were chosen as a research sample with the aim of measuring the awareness of prospective teachers about History concepts. Prospective History teachers who continue their education at the Department of History of Hatay Mustafa Kemal University participated in the study. The survey design was utilized in the study. Questionnaires have been utilized as the data collection tool in the research. Based on the findings, suggestions on the importance of concept teaching were made. Key words: History education, History lesson, prospective History teachers, concept teaching.
Highlights
The reality of concept teaching can be understood more by determining the place of teaching and learning in education and the place of conceptual teaching in education
It can be stated that views of female and male students on concept teaching did not show statistically significant differences, that is, female and male students share approximately same views on concept teaching
Based on the research data, it was determined that there is no difference between the views of female and male students on concept teaching and the students‟ views are equal or close to each other
Summary
The reality of concept teaching can be understood more by determining the place of teaching and learning in education and the place of conceptual teaching in education. Despite the many definitions of education, the most commonly used definition is the process of deliberate terminal changes in behavior of an individual through his/her own experience (Büyükkaragöz, 1998). Regarding this definition, education can be defined as the process of self-realization. Başar (2001) defines it as the preliminary efforts to achieve the behavior that will be formed as a result of learning. Based on this definition, concept learning is to create information in the mind by separating the stimuli into certain categories (Köksal, 2006)
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