Investigating sides of the history teachaers related to new approaches on history education in terms of different veriables e.g Ankara

While the studies about new approaches in teaching of history started once 20th century in the world. Especially in the 20th century and in 21st century, these studies speed up and they have also been used in syllabus. Especially when the problems of history teaching came into question, it came up that old methods and techniques just help students to learn by rote and this is a problem that should be solved. Moreover, it has become inevitable to use developing and changing technology and facilities in education. These developments in all have made it unavoidable to make a radical change. As a result, education is affected by this variation in the world evenly and it started a new rapid change process. Pedagogues have started to make intense researches to be able to achieve permanent learning and teaching.These changes have passed through to all areas of education and they have been started to be given as courses in faculties of education. One of these areas is teaching history and most universities have made a great deal of contribution. These contributions involve not only the studies for increasing the success and permanence of history teaching but they also involve following approaches and studies about this field. Furthermore following the change and development of history teaching in the world serves to give scope for the studies in our country throughout history.With this aim, in this study a general conceptual framework is created by analyzing the researches related with new approaches in history teaching in recent years. Moreover, in this study a survey study is applied to 11 history teachers in Ankara who works as a history teacher in high schools and as a social sciences teacher in primary schools in all parts of city centre in order to get the opinions about new approaches history teaching. In the evaluation of the scale which takes the opinions of those teachers towards new approaches in history teaching and the reasons of not using new approaches in history teaching; frequency (f), arithmetic average(x) and percent (%) values are determined and diagnosis part has been formed.