Preservice Social Studies Teachers’ Views on Middle School Students’ Levels of Historical Literacy

Samet Çiçek,Osman Akhan

doi:10.7575/aiac.ijels.v.9n.3p.158

Abstract

This research aimed to present reasons and solutions that soon-to-graduate preservice social studies teachers expressed in relation to middle school students’ low level of historical literacy as reported in the literature. To this end, we used a basic qualitative research design. The sample consisted of 30 soon-to-graduate preservice teachers (17 women and 13 men) who were studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year and already served their teaching internship. The data were collected using the semi-structured “Interview form” developed by Keçe (2013). The data were analysed using descriptive analysis. According to the analysis results, the preservice social studies teachers stated that middle school students’ low level of historical literacy was generally due to the methods and techniques used by teachers in teaching historical topics, students’ lack of interest in historical topics, and the lack of parental encouragement. The preservice teachers also highlighted that students should be encouraged to use social media tools properly and the content of historical series, films, documentaries, and television shows should be adjusted to students.

Highlights

History is one of the major disciplines that make use of the content that social studies produces at the primary and middle school levels (Sunal & Haas, 2005; Kabapınar, 2014)
The sample consisted of 30 preservice teachers (17 women and 13 men) who were soon-to-graduate final-year students studying social studies teaching at the faculty of education of a state university in the 2019-2020 academic year
Looking at teachers’ views on the reasons for students’ low use of ICT and social media channels (Twitter, YouTube, Facebook, etc.) to learn and research historical topics in Table 2, it is apparent that most preservice social studies teachers stated that “the virtual environment serves only entertainment purposes and students have little interest and curiosity”

Summary

Introduction

History is one of the major disciplines that make use of the content that social studies produces at the primary and middle school levels (Sunal & Haas, 2005; Kabapınar, 2014). Social studies is a field of study that relies on the content and study methods taken from social sciences and other disciplines, incorporates the main topics of cultural heritage in the curriculum and seeks to build skills necessary for social criticism and action (Garcia & Michaelis, 2001). It is important to learn and teach history as it activates national and spiritual feelings, carries cultural heritage to today, and stimulates the desire to discover and learn (Memioğlu, 2004). History teaching is an important stakeholder in creating citizens who are aware of their rights and responsibilities, adopt a democratic and universal perspective, research, question, demonstrate empathy and knowledge of time and chronology, and think critically in keeping with the objectives of national educational curricula (Yıldız, 2003)

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Conclusion