The historical comprehension and education of history at the secondary education institutions during the period began from the promulgation of republic and lasted up to our present time (1923-1992)

This study comprises five such as. In the first stage " Definition and Scope of History and Historical Comprehension of Republic Era ", in the second stage " Historical Development of Turkish History Education During the Republic Era ", in the third stage " Historical Programs and Their Comparison ", in the fourth stage " Researches and Publications Relating to the Education of History " and in the fifth stage " Results of Performed Study and Recommendations ". The aims of study pertaining the subjects such as the Historical Comprehension and Education of History at the Secondary Education Institutions during the period began from the promulgation of Republic and lasted up to our present time ( 1923 - 1992 ) can be defined as follows: Depending on the historical comprehension end giving due consideration on the difficulties axperienced in the history education carried out at the secondary education institutions, and also taking into consideration the weongful manners of history education as well as the lecturing and the characteristics peculiar to the course books, to try find replies to the questions such as " what happened yesterday ? " and " what happened dunning the said time ? " and " what may happen tomorrow ? ". To develop solutions in rider to remedy the encourtered difficulties. To contribute to the efforts of preparing and developing programs. In the first stage; the reviewed subjects can be defined suva as the developments recorded in the historical comprehension which has orientated the education of history and as a necessity of engaging in dialogues with the past, today and future and under the headline such as " The Factors Which Have Affected the Historical Comprehension During the Era Began from the Ottomans and Lasted up to the Promulgation of Republic " a scrutiny on the social, cultural and political events as well as the personal and institutional studies which have played a determinative role an the development of historical comprehension. In the second stage; the developments which tood place in the education process of history dunning the republic re, were given shape at the hell Turkish History Congress, Meetings of National Education and also in the development pleas. In the third stage; the subjects as giving from ( weekly time - tables, aim and contents ) in the history course programs to those innovations brought Forth in the education of Restore and their reflections to the course books, were analysed and assessed in depth. In the of history course programs, the findings achieved at the end of research, were taken as a Hess. The subjects which are examined at length in this research, are outlined below. The assessment of history education appealed at 94 educational institutions which been established in the central counties ( Altındağ, Çankaya, Keçiören, Mamak and Yenimahalle ) of Ankara and were open to the educational and training activities during the academic years 1992 and 1993. The aim and lecturing of History Course Program applied at the Secondary Educational Institutions during academic year of 1983. Assessment of on the History Course Program applied at the Secondary Educational Institutions duuring the academic year of 1983. This assessment comprised the views of managing staff ( principal and assistant principals ) history course instructors and in spectres of Ministry of National Education in regard with the contents and qualities of course books used at thess educational institutions. The replies given by totally 1203 subjects who are comprised of 774 managerial staff, 291 history course instructors and 138 inspectors tasked by the Ministry of National Education at the Ankara inspection Department and performed the audi; on the said personal, are attached herewith in the from of tables. This research, subject to the stepwise introduction of " Subject promotion and Credit System Application of Promotion and Examination " beginning from the academic year of 1991 - 1992 at the secondary educational institutions, has been limited with the academic year of 1992. in the comparison of History Course Programs, the curriculum's and weekly time - tables which had been applied from the beginning of year 1924 until the academic year 1991 - 1992 when the application of Subject Promotion and Credit System was started, were analysed in detail with respect to the content, scope and course books. It was stressed that the curriculum's which had been applied during the period covering the years between 1924 and 1970, were only consisted of their contents and in the year 1971, the aim factoor was included into the curriculum's and accondingly the curriculum's pertained to the years 1974, 1976 and 1983, were consisted af aims, descriptions and contents ( units / subject ). In the fourth stage; the research abstracts and puplication regarding the teaching ot history lesson, were explained in the order of years when they are made puplic. In the fifth stage; the conclusions arose the examination of historical comprehension and instruction of history course, together whith the aims and lecturing of history course as well as the contents and qualities of course booksi and the conclusions and proposals regarding the preparation and development of curriculum's, were explained in detail. The aims which, with a view to remedy teh problems and difficultes encountered in the history course teaching at the secondary educational institutions and find methods aimed at increasing the capacity of instructions, are defined in the History Course Program applied at the secondary educational institutions duuuring the academic year of 1983, were analysed as general and specific aims and by stressing the fact that each aim should be defined with behavioural instances, the examples of such aims behaviours, were given. In order that the history course could prove to be effective and beneficial together with the continuith of teaching methods, it has been deemed essential that the lecturing of subjects should be carried out in consonance with the system approach. The goal of system approach, in order to better analyse the current situation in our present, by comparing the results achieved in our present time with the reasons and result, of social, economical and political event which ttok place in the past ages, has been defined as to improve the capability of thinking over, studying and judging. The eight course books read at the secondary educational institutions during the academic year 1992 - 1993, was analysed with respect to the units / subjects and distribution of factors which are auxiliary to the teaching, and the results were compared with the weighted factors ( % ) provided for in the teaching program. The difficulties and problems which are experienced in the lecturing of history course, alongwith employing the qualified instructors, managerial staff and inspectors, can be eliminated by developing the methods and technics which are applicable to the lecturing of this course, with regards to the instructors and managerial staff employed at the secondary educational institutions and also the Ministerial Inspectors who are responsible from exercising the audit on these institutions, their on job training requirements pertaining to the instruction of history lesson, must be put forward and satisfied. At the secondary educational institutions, the lecturing of history course, is being performed in accordance with the curriculum pertaining to the studies conducted in this field. It is understood that the aims, descriptions, methods and techincs which are deemed essential for the curriculum of history teaching, and those factors serving for the measurement and assessment to be performed with the tools and devices, have not yet realized at the expected level. Among other things, the readiness level, interests, demends and needs of students who constitute the target group for which this program is applied, should not be ignored together with the professional skills and experiences of instructor who are currently applying this program. According to the system approach, any application to take place on the elements as well as the whole system. Accordingly, in order to reach a consistency on the structure of educational system, a program preparation and development model serving to indicate in detail and at the level of joint concept and principles, those working rules and stops of program preparation and development studies which are one of the elements of this system, has been brought forward.