The Use of Miniatures in Social Studies Lessons from the Perspective of Historical Literacy

Abstract

Various visual images are used in history teaching in social studies course. One of them is miniature. However, miniatures do not have meaning on their own. Their functions, meanings, periods and authors should be understood (Acun, 2004). This understanding is also possible with historical literacy. Because a student studying miniatures should have the skills of historical empathy, chronological thinking, understanding, interpreting, expressing historical language, and establishing cause-effect relationships. In this context, the main purpose of the research was to determine on which subjects social studies teachers use miniatures. Phenomenology, one of the qualitative research methods, was used in the study. The study group of the research consists of a total of 10 social studies teachers, 7 male and 3 female, working in secondary schools in the central district of Afyon province in the fall semester of the 2022-2023 academic year. In the research, the data were collected with a semi-structured interview form, one of the qualitative research methods. The semi-structured interview form used in the research was composed of 4 open-ended questions. The data obtained in the research were analyzed by content analysis method. When evaluating the research findings, it was concluded that miniatures could be generally used to address topics related to the Ottoman Empire and Civilizations. Within the scope of the research, it was concluded that the use of miniatures in the social studies course has positive effects on historical literacy. As a result of the study, suggestions can be made to establish activities that support the use of miniatures in textbooks and MEB teacher portals.