Investigation the effect of historical empathy model applied in course Republic of Turkey Revolution History and Kemalism middle school on academic achievement and attitude for course

In the studies, it has been found that historical empathy has a supporting role in developing historical thinking. However, there are few studies in which historical empathy is conceptualized with an instructional model and integrated into classroom practices. In this context, the aim of the study is to understand the effects of historical empathy model on academic achievement and attitude towards the course in the Revolution History and Kemalism course, and the reactions and views formed in the historical empathy process. In the study, design of embedded mixed method was used. In the quantitative stage of the study, socio-economic questionnaire, academic achievement, historical knowledge and interpretation tests and attitude scale towards the course were used as data collection tools and in qualitative stage, field notes, semi-structured interview forms and open-ended questionnaires were used. Quantitative data of the study were analyzed with t tests, Manova and one-way covariance analysis, and qualitative data with content and descriptive analysis. As a result of the analysis of quantitative data, the historical empathy model has a statistically significant effect on students' academic achievement level; and it was determined that the students in the experimental group, where historical empathy was applied, had higher mean of historical interpretation and attitude towards the course. As a result of the analysis of qualitative data, it has been concluded that historical empathy reveals emotional feelings such as enthusiasm, anger and boredom and cognitive reactions such as document review, asking questions, starting and maintaining discussions, and contributes to various things such as academic and skill development.