The approach of social studies teachers to use of historical environment and a practice guide based on the current curriculum for historical environment in Çanakkale province

In this research, by using national and international literature, the concept of historical environment is examined in its entirety with its different dimensions and different contexts to which it relates, and is studied in detail in terms of both out-of-school education practices and its pedagogical value in history teaching. To reveal the reasons why it is not used adequately in teaching despite its numerous didactic benefits and contributions which are also mentioned in the relevant literature, data were collected from 14 Social Studies teachers working in 6 different secondary schools in Çanakkale, both through a questionnaire containing multiple choice questions and semi-structured interview techniques. The findings obtained were compiled by qualitative and quantitative analysis methods, and then conceptualized and categorized within the framework of the research questions of the thesis. After describing the general situation, we tried to bring suggestions to shed light on the work of the people and institutions that are the addressee of the subject, and to develop a guideline example devoted to benefiting from the historical environment by taking into account the problems, disabilities, opinions, and suggestions of the teachers. In the preparation of the guideline, the constructivism approach, which forms the theoretical basis of the current programs, is taken as reference. It is thought that the research will contribute to the Social Studies teachers, program developers and the people or organizations doing research about social Studies education. Key Words: Study trips, cultural heritage, outdoor teaching, history teaching, historical environment