An analysis the reflection of the historical thinking skills to the textbooks included in the 2018 social studies curriculum

In this study, it was aimed to examine the reflection levels of historical thinking skills determined by NCHS and included in the secondary education history curriculum in Turkey in the 2018 social studies curriculum and in primary education social studies 4, 5, 6, and 7th grade textbooks prepared in line with this program. In the study conducted by using the screening model, the social studies curriculum of 2018 and 4 textbooks at the 4th, 5th, 6th and 7th grade level accepted by the education board were used as a data source. The obtained data were subjected to content analysis and described with the help of tables and visuals. As a result of the research, it is seen that the reflection of historical thinking skills in the social studies curriculum and four textbooks remained at the level of chronological thinking skill, which is the first step of historical thinking on the basis of learning areas, and partly at the level of historical comprehension. When the books are considered in general, it is seen that the textbooks are insufficient in reflecting the high-level historical thinking skills, which reflect the chronological thinking and historical comprehension levels.