Examination of the use of historical written evidence in social studies course with different dimensions

Today, the ability to use evidence forms the basis of both lifelong learning and social studies and history courses. Just as historical issues cannot be proven without evidence, historical information remains mostly an interpretation without historical written evidence. In this study, the skill of using historical written evidence was discussed and the use of evidence, which constitutes the main element of history lessons, was investigated in history topics in social studies lessons. The aim of the study is to evaluate the use of historical written evidence in the teaching of history topics in the social studies course based on the 2018 Social Studies Curriculum, textbooks and teacher opinions. The study group of the research consists of the opinions of social studies teachers, and the data sources of the study consist of the 2018 social studies curriculum and the social studies textbooks approved by the 5th, 6th and 7th grade MEB Board of Education. Within the scope of the research, two different tools were used to collect data. The 2018 Social Studies Curriculum and the "checklist" for determining the use of historical written evidence in social studies textbooks; a semi-structured interview form was used for interviews with social studies teachers. Content analysis technique was used in the analysis of the data. Within the scope of research, it has been brought to a conclusion that historical written sources reify the subject, provide permanent learning, raise the awareness that the information obtained in the lessons has a dimension of reality, and increase the interest and curiosity in history. In this respect, it is recommended that social studies teachers use historical written evidence based activities in their lessons, as evidence based social studies lessons contribute substantively to the permanent learning of their students and promote the interest in the lessons.