Abstract
The aim of this research is “Understanding the effects of historical empathy model on academicachievement and attitudes towards the lesson of Turkish Republic (T.R.) Revolution History andKemalism”. To realize the research aim, explanatory mixed method design was administered. Withinthat context, firstly, quantitative method was used. Next, qualitative method was employed in order toexplain quantitative data. In the quantitative stage, academic achievement test and attitudes towards thelesson scale were used as data collection tools; in qualitative stage video camera and semi-structuredinterview form were administered. Quantitative data of the research were analyzed via T tests, Manovaand One-Way Covariance Analysis whilst qualitative data were solved via thematic analysis. Analysisof quantitative data revealed that historical empathy model had statistically significant (p<0,5) effecton students' academic achievement levels and their mean scores in attitudes towards the lesson. It wasdetected that historical empathy contributed to academic achievement by developing multiple literaciesand motivated them to take historical context into account; since the method unveiled a range ofemotional reactions, it was useful to help them develop positive attitudes towards the lesson.
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