Using literary works in 11th grade Turkish Rebuplic Reforming Histroy and Kemalism lesson: Opinions of history teachers related to using: ?literary works

In this study, opinions of history teachers related to using ?Literary work: 11th grade Turkish Republic Reforming History and Kemalism lesson using literary Works were tried to be exhibited.The thesis consists of six chapters apart from introduction. In the introduction part of the thesis, the state of the problem, aim, importance, hypothesis, limits of the research and the definition of the several concepts take place. At the first chapters where Turkish Republic Reforming History and Kemalism Lessons place in General training and Educating Process and its importance, Historical Development, confronted problems were considered. At the second chapters which is named ?The kinds of literary works and their uses in education? one of the component of the conceptual frame of the research, literary work, pedagogic value and classification of literary works, the relation between history- literature, secondary classes Turkish Republic Reforming History and Kemalism curriculums from Republic to date and using literary works in course books, today?s existing curriculum and using literary works in course books what kinds of literary works can be used in Turkish Republic Reforming History and Kemalism, and what should be taken into consideration while selecting? And how should they be used? And the literary Works which can be used in 11th grade Turkish Republic Reforming History and Kemalism lesson; Memoirs, Documentary, Biography, Epic, Anecdote, Dairy, Story, Letter, Novel, Speech-Statement, Poem, Theatorial work and Folk song were stressed and some information was given. History Teacher and Literary works? which is the third chapter, teacher adequacies, what kinds of lessons take place related to literary works in history teacher and the training programme of History teacher and their contents were stressed. Apart from this, in this chapter, domestic and foreign publication and researches related to the subject were mentioned briefly, At the fourth chapter, ?the method of research? in method, the environment and examplification where the research was applied, developing the data collecting instrument, collecting the data and analyzing the data take place. The sixth chapter where ?Finding and Interpretations? take place the data from the research was interpreted according to sub problems of the research. ?Result and Suggestions? which at the last chapter, some proposals were given by expressing results based on conceptual and application which were reached.The study is a field research aimed for description. This study which was fulfilled in order to determine what the teacher?s approaches are according to using Literary work in 11th class Turkish Republic Reforming History and Kemalism lesson was applied to 221 history teacher who were selected randomly who work in 8 central town which are in the Borders of Ankara city Metropol Municipality. In the study, a questionnaire related to the subject was applied to the history teachers who work high schools which were selected randomly, the data which was received was analyzed by using chi-square test in the SPSS 15.0 programme and by using taken into consideration ? = .05 meaning level.When interpreted the data of the research, there is no meaningful difference according to the degree of school from which they graduate last and 11th grade the Turkish Republic Reforming History and Kemalism lesson training teacher?s opinions, sex, to the kind of school, seniority in their teaching carrier. This situation is thought positive. But, teacher?s self evolution related to using literary works during Turkish Republic Reforming History and Kemalism lesson teaching according to teachers education level, there being a meaningful difference was found remarkable. The difference which was found is among the teachers who are determined as the others who have belief and manners and the belief and the belief and the manner of the teachers who were graduated from science and literature faculty. The found is difference is in favour of science-literature graduated teachers. Also a meaningful difference was found between belief and manner of the teachers who have the education which is known other and the belief and manner of the teachers who have high license education and this difference is in favour of the latter. Therefore high license education has an affect on teachers? opinions.As the result of the research, moving from the result of this research history teachers have got positive opinions about using literary works efficiently during learning teaching period in Turkish Republic Reforming History and Kemalism lesson. But they are aware of some deficiencies for using literary works. Besides this, history teachers make clear that they are in need of guidebook about using the literary works.